This study investigated non-proficient middle school readers enrolled in a reading intervention who transitioned to distance learning during quarter four of the 2019-2020 school year due to the COVID-19 pandemic. The study examined archival pre-and-post comparison data using i-Ready diagnostic reading and state English Language Arts (ELA) assessment of level one and level two bottom quartile readers in sixth, seventh, and eighth grade at the time of transition to distance learning (n = 221 i-Ready fall data, n = 245 i-Ready winter data, and n = 392 state ELA data). All students were enrolled in an evidence-based reading intervention and did not receive the intervention with fidelity to programming while in distance learning. Analysis of i-Ready diagnostic data demonstrated some extent of improvement, pretest scores were strong predictors of posttest scores, and overall the proportion of students who made reading gains was counterbalanced by the proportion who were neutral or lost ground. State assessment data demonstrated only 26.6% of students to have made a reading learning gain, while 37.7% remained neutral, and 35.7% made a learning loss. In both examination of i-Ready and state data, students categorized with disability, Limited English Proficiency, and/or Economically Disadvantaged registered substantial setbacks. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]