This qualitative grounded theory study explored rural elementary teachers' perceptions and enactments of dialogic English Language Arts (ELA) comprehension instruction amidst pandemic-induced remote learning. Nine rural elementary teachers participated in two rounds of semi-structured interviews and shared digital artifacts of their virtual ELA comprehension instruction. Findings demonstrated how teachers described their dialogic comprehension instruction as an equity of learning ownership in traditional, in-person contexts and as supporting diverse knowledges across traditional and remote contexts. They contextualized multiple sources of knowledge within the local funds of knowledge of their rural school communities. Although teachers faced many barriers in remote learning, they enacted an ongoing process of refining and reflecting upon dialogic comprehension instruction for remote learning. Building upon these findings, substantive theory was constructed to explain teachers' iterative process of perceiving and enacting dialogic ELA comprehension instruction. Teachers perceived a relational stance toward a plurality of comprehension paradigms, knowledges, and voices. They enacted these comprehension ideologies through responding to the particularities of their local places, virtual spaces, and pandemic times. Implications to sustain diverse knowledges, local communities, and student voices in early comprehension pedagogy are discussed. [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.]