The footprint of the COVID-19 pandemic in reading performance of students in the U.S. with and without disabilities.

Background: Many schools around the world involuntarily began remote learning in March of 2020 as a result of the COVID-19 pandemic, which brought immediate changes and challenges to teaching and learning that are likely to influence student achievement into the foreseeable future. While large numbers of students face difficulties in learning to read under typical conditions, remote learning resulted in substantial deficits in reading outcomes.

Aims: This study aimed to examine the relative impact of the pandemic on reading performance in United States (U.