Evaluating the Equivalency of Teletesting and the Impact of the COVID-19 Pandemic on Measures of Reading Achievement in a Clinically Referred Sample
This provides additional support for teletesting equivalency and suggests the negative impact of COVID-19 on foundational reading skills is less than predicted in a clinically referred sample.
Authors
- Rebecca Lieb (ORCID: https://orcid.org/0000-0002-2904-0896)
- Shelley M. McDermott
- Rowena Ng (ORCID: https://orcid.org/0000-0001-7193-4300)
- Danielle Wexler
- Lisa A. Jacobson (ORCID: https://orcid.org/0000-0002-6992-029X)
- Natasha N. Ludwig (ORCID: https://orcid.org/0000-0002-8934-7267)
- Luther G. Kalb (ORCID: https://orcid.org/0000-0002-7637-7192)
- Rachel K. Peterson (ORCID: https://orcid.org/0000-0001-9544-9000)
- Alison E. Pritchard (ORCID: https://orcid.org/0000-0003-4436-0262)
Institutions
- Kennedy Krieger Institute (US)
- Johns Hopkins University (US)
- Johns Hopkins Medicine (US)
- Maryland Department of Health (US)
- Center for Autism and Related Disorders (US)
Publication Details
- Journal
- Archives of Clinical Neuropsychology
- Published
- 2024-12-12
- DOI
- https://doi.org/10.1093/arclin/acae120
- Primary Topic
- COVID-19 and Mental Health
- Type
- article
- Field-Weighted Citation Impact
- 0.00