Summary of the Systematic Review

Article Citation

An Evidence-Based Synthesis of Instructional Reading and Spelling Procedures Using Telepractice: A Rapid Review in the Context of COVID-19

Furlong, L., Serry, T., et al. (2021).
International Journal of Language & Communication Disorders, 56(3), 456-472.
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Sponsoring Body

La Trobe University (Australia)

Article Quality Ratings

Read about Our Rating Process

Indicators of Review Quality

  • Yes The review states a clearly focused question/aim.
  • Yes Criteria for inclusion of studies are provided.
  • No Search strategy described in sufficient detail for replication.
  • Yes Included studies are assessed for study quality.
  • No Quality assessments are reproducible.
  • Yes Characteristics of the included studies are provided.

Quality Rating Notes

Search Strategy: Although inclusion criteria specified a publication date post-2005, an end publication date was not provided.

Article Details

Description

This is a review of peer-reviewed published studies investigating instructional reading and spelling procedures delivered via telepractice in school-aged children with identified reading and/or spelling difficulties.

Questions/Aims Addressed

The following research questions were provided:
  • Do reading and spelling outcomes for school-aged students improve when spelling instruction and intervention is led by an educator or allied health practitioner?
  • What are the characteristics of practitioner-led telepractice reading and spelling assessment, instruction, and intervention with school-aged students?

Population

School-aged children (5 to 19 years of age) with identified reading and/or spelling difficulties

Intervention/Assessment

Reading and/or spelling interventions delivered via telepractice

Number of Studies Included

9

Years Included

Not further specified


Conclusions from This Systematic Review

What are Conclusions?

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Treatment

Findings indicated that instructional reading and spelling instruction delivered via telepractice can be feasible and engaging, and may be as effective as in-person delivery for school-aged students with reading and/or writing difficulties.

Keywords: Format (Group), Children, Reading Comprehension, Reading Fluency, School-Based, Spelling, Struggling/At-Risk Readers, Written Language Disorders

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Treatment

Findings indicated that instructional reading and spelling instruction delivered via telepractice can be feasible and engaging, and may be as effective as in-person delivery for school-aged students with reading and/or writing difficulties.

Keywords: Format (Group), Children, Reading Comprehension, Reading Fluency, School-Based, Spelling, Struggling/At-Risk Readers, Written Language Disorders

Service Delivery

Findings indicated that instructional reading and spelling instruction delivered via telepractice can be feasible and engaging, and may be as effective as in-person delivery for school-aged students with reading and/or writing difficulties.

Keywords: Format (Group), Children, Reading Comprehension, Reading Fluency, School-Based, Spelling, Struggling/At-Risk Readers, Written Language Disorders

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