Videoconferencing Interventions for children with reading and spelling difficulties: a pilot study

Saskia Kohnen*, Erin Banales, Genevieve McArthur

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

6 Citations (Scopus)
51 Downloads (Pure)


Background: Many children in rural and remote areas do not have access to professionals providing literacy interventions. However, delivery of services through videoconferencing would increase access and choice for end users. Introduction: This pilot study investigated the efficacy of videoconferencing literacy interventions. As videoconferencing platforms become easier and cheaper to use, this form of telehealth delivery is increasing in popularity. However, there is currently no strong evidence base to support this practice. Materials and Methods: We studied 18 children, aged 7-12 years, with poor reading and/or spelling, and whose literacy interventions were videoconferenced into their homes and/or schools. Children were tested on three reading measures: (1) reading words, (2) reading nonwords, and (3) letter-sound knowledge, twice before their interventions commenced and once after their intervention concluded. Results: Children's raw and standardized scores on 2 of 3 outcome measures increased significantly more during the intervention than in the no-intervention period before their training commenced. Discussion and Conclusions: This study demonstrates that videoconferencing is a promising delivery mode for literacy interventions, and the results justify running a larger, randomized controlled trial.

Original languageEnglish
Pages (from-to)537-543
Number of pages7
JournalTelemedicine Journal and e-Health
Issue number5
Early online date15 Sept 2020
Publication statusPublished - 7 May 2021


  • tele-rehabilitation
  • live-streaming
  • dyslexia
  • literacy
  • telemedicine


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