In circumstances such as the COVID‐19 pandemic, rapid reviews are often used to inform policy and practice‐related decisions (World Health Organization (WHO) 2017). Given the importance of telepractice to be feasible, viable and evidence based, as highlighted by the COVID‐19 pandemic, a summary of the evidence is urgently needed. Telepractice has rapidly become the new norm in many countries due to the COVID‐19 pandemic and will likely continue as part of standard practice due to its perceived benefits. 2018) however, it is not known whether this is effective in a telepractice model of delivery. In onsite delivery models, instructional reading and spelling procedures delivered by educators and allied health practitioners have been shown to improve students’ knowledge and skills (McArthur et al.
In response to the COVID‐19 pandemic, many educators and allied health practitioners are facing the challenge of rapidly transitioning to online delivery of instructional reading and spelling procedures, without being fully informed of the evidence for this or the practicalities of telepractice delivery.
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