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

Autor/inn/en	Furlong, Lisa; Serry, Tanya; Bridgman, Kate; Erickson, Shane
Titel	An Evidence-Based Synthesis of Instructional Reading and Spelling Procedures Using Telepractice: A Rapid Review in the Context of COVID-19
Quelle	In: International Journal of Language & Communication Disorders, 56 (2021) 3, S.456-472 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-2822
DOI	10.1111/1460-6984.12619
Schlagwörter	Reading Instruction; Spelling Instruction; Distance Education; COVID-19; Educational Technology; Intervention + Suchen Sie Ihr Suchwort? Leseunterricht; Orthographieunterricht; Rechtschreibunterricht; Distance study; Distance learning; Fernunterricht; Unterrichtsmedien
Abstract	Background: Due to COVID-19, many educators and allied health practitioners are facing the challenge of rapidly transitioning to telepractice delivery of instructional reading and spelling procedures without being fully informed of the evidence. Aims: A rapid review was conducted to provide educators, allied health practitioners and policymakers with a synthesis of valid, relevant and actionable evidence relating to telepractice delivery of instructional reading and spelling procedures. The aim was to investigate the nature and outcomes of studies examining instructional reading and spelling procedures delivered via telepractice to school-aged students. Methods & Procedures: A rapid review was undertaken in accordance with the eight-step process published by the Cochrane Rapid Reviews Methods Group. Medline (all databases), Embase, Cochrane and ProQuest Central were systematically searched with predefined search terms organized across four key concepts relating to the research questions. Outcomes & Results: Nine studies were included in this rapid review. Reading and spelling instruction and intervention using telepractice can be feasible and engaging. Telepractice assessment for reading and spelling can be equally effective as onsite assessment. Conclusions & Implications: The evidence base for telepractice delivery of reading and spelling procedures is in its infancy in terms of both the quantity and the quality of the evidence. Insufficient evidence exists to draw clear conclusions about its efficacy, and therefore practitioners should proceed cautiously. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01