The purpose of this quasi-experimental repeated measures study was to analyze the reading achievement of the students in both the face-to-face and remote learning infrastructures to determine which method produces the greatest gains in overall achievement. Second-grade face-to-face and remote learning students in a rural, northeastern North Carolina school district were tested at the beginning of the year (BOY), end of first quarter, and middle of the year (MOY) using the mClass assessment to determine which learning infrastructure produced the greatest growth and achievement. This study revealed that the overall mean reading achievement of face-to-face learners outpaced that of their remote counterparts. While remote students started the year with a higher overall mean, face-to-face students grew at a faster rate, and surpassed remote learners with a higher mean at first quarter and middle of the year, thus suggesting that face-to-face learning produces the greatest gains for second-grade students. [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.]