Reading and comprehension are two of the most beneficial and enduring skills across the lifespan (Hathaway, 2020). However, in U.S. public schools many students struggle to attain these skills. Around the country, many students face structural and systemic barriers that prevent them from having access to a high quality education. In many states and local school districts, students are in classrooms with teachers who are not qualified to teach in their content areas. Additionally, they encounter a curriculum that is white-washed and omits or marginalizes the contributions of minority groups (Wiggan et al., 2023). The lack of multicultural reading materials and lack of culturally responsive practices (Banks, 2020; Gay, 2018, 2023), and the absence of minority teachers and school leaders, create social and educational forces that undermine Black and Brown [Latinx] students’ performance, outcomes, and ultimately, their life chances. During the COVID-19 pandemic, many of the nation’s most underserved students were impacted by the spread of the virus, which disrupted their educational experiences and opportunities to learn. It also created enduring health challenges that impacted students’ well-being. Thus, this chapter examines the following question: What impact has the COVID-19 pandemic had on the reading levels of K-12 minority students in the United States? Using CRS, the chapter presents implications for research and practice, and provides recommendations to improve students’ reading outcomes.