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Few studies have evaluated early reading skill recovery after the return to in-person instruction. This study tracked reading achievement among 236,701 kindergarten through second-grade students from the academic year 2019\u20132020 to 2023\u20132024 (48.7% female; 69.8% Latine). Children had lower reading performance and less growth during remote instruction (2020\u20132021) compared with the pre-COVID cohort. Reading scores improved once in-person learning resumed. Kindergarten students who experienced remote instruction during COVID-19 demonstrated reading achievement recovery by the second grade. We also assessed if increased school-level (N = 467) support services were related to reading skill growth. 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