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Conclusions In our investigation of the practicalities of student-led telepractice literacy services, we conclude that participants in our sample needed the following: (a) adequate access to evidence-based assessment tools and intervention resources that transfer easily to online delivery; (b) a heightened focus and self-awareness of their clinical communication skills in telepractice and; (c) opportunities to practice delivering telepractice services with peers and/or supervisors. Above all, speech pathology courses need to privilege the teaching of literacy as an area of practice so that students are adequately prepared to work in the literacy domain regardless of the service delivery model. Acknowledgements The authors gratefully acknowledge the funding received for this study from a Learning and Teaching Grant from the Australian Catholic University. The authors would like to thank the SLP students and graduates who took part in this study. References Blood, G., Mamett, C., Gordon, R., & Blood, I. (2010). Written language disorders: Speech-language pathologists’ training, knowledge, and confidence. Language, Speech & Hearing Services in Schools (Online) , 41 (4), 416–428A. https://doi.org/10.1044/0161-1461(2009/09-0032) Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology , 3 (2), 77–101. Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health , 11 (4), 589–597. https://doi.org/10.1080/21596 76X.2019.1628806 Bridgman, K., Erickson, S., Furlong, L., & Bird, A. (in press). Allied health student engagement in telehealth clinical placements: A rapid review. Internet Journal of Allied Health Sciences and Practice . Bridgman, K., Pallathil, K., Ford, N., Tran, J., Lam, D.-L., Wee, E., & Kefalianos, E. (2018). Attitudes and experiences of SLP students from a pilot telehealth stuttering clinic. Journal of Clinical Practice in Speech-Language Pathology , 20 , 14–20. Catts, H. W., Hogan, T. P., & Fey, M. E. (2003). Subgrouping poor readers on the basis of individual differences in reading-related abilities. Journal of Learning Disabilities , 36 (2), 151–164. https://doi. org/10.1177/002221940303600208 Furlong, L., & Serry, T. (manuscript under review). An exploratory study of speech-language pathologists’ clinical practice in the literacy domain: Comparing onsite practices with telepractice services during COVID-19. Furlong, L., Serry, T., Bridgman, K., & Erickson, S. (2021). An evidence-based synthesis of instructional reading and spelling procedures using telepractice: A rapid review in the context of COVID-19. International Journal of Language and Communication Disorders . https://doi. org/10.1111/1460-6984.12619 Grogan-Johnson, S., Meehan, R., McCormick, K., & Miller, N. (2015). Results of a national survey of preservice telepractice training in graduate speech-language pathology and audiology programs. Contemporary Issues in Communication Science and Disorders , 42 , 122–137.

Hines, M., Lincoln, M., Ramsden, R., Martinovich, J., & Fairweather, C. (2015). Speech pathologists’ perspectives on transitioning to telepractice: What factors promote acceptance? Journal of Telemedicine and Telecare , 21 (8), 469-473. https://doi.org/10.1177/1357633X15604555 Houston, K. T., (2014). Telepractice in speech-language pathology . Plural Publishing. O’Hara, R., & Jackson, S. (2017). Integrating telehealth services into a remote allied health service: A pilot study. Australian Journal of Rural Health , 25 (1), 53–57. Overby, M. S., & Baft-Neff, A. (2017). Perceptions of telepractice pedagogy in speech-language pathology: A quantitative analysis. Journal of Telemedicine and Telecare , 23 (5), 550–557. https://doi. org/10.1177/1357633X16655939 Overby, M. S. (2018). Stakeholders’ qualitative perspectives of effective telepractice pedagogy in speech– language pathology. International Journal of Language and Communication Disorders , 53 (1), 101–112. https://doi. org/10.1111/1460-6984.12329 Serry, T., & Levickis, P. (2020). Are Australian speech- language therapists working in the literacy domain with children and adolescents? If not, why not? Child Language Teaching & Therapy (Special issue: Language and literacy), 1–15. https://doi.org/10.1177/0265659020967711 Serry, T., Seiler, T., Leitao, S., Westerveld, M., Furner, R., Morrish, S., Neilson, R., Snow, P. C., Schambre, M., Brown Walmsley, K., Jones, E., Atherton, M., & Baldac, S. (2021). Practice guidelines for speech pathologists working in childhood and adolescent literacy: Revised . The Speech Pathology Association of Australia Limited. Speech Pathology Australia. (2011). Position statement: Literacy . Speech Pathology Australia. (2020). New ways of working. Speak Out , 10–16. Wilson, L., McNeill, B., & Gillon, G. T. (2015). The knowledge and perceptions of prospective teachers and speech language therapists in collaborative language and literacy instruction. Child Language Teaching and Therapy , 31 (3), 347–362. https://doi. org/10.1177/0265659015585374 Dr Lisa Furlong is a speech-language pathologist. She is an adjunct research fellow in the School of Education at La Trobe University and a senior lecturer at the University of Canterbury in Christchurch. Associate Professor Tanya Serry is a speech- language pathologist currently working in the School of Education at La Trobe University. She is the co-director of the SOLAR Lab (Science of Language and Reading). Dr Kyriaki (Kerry) Ttofari Eecen is a lecturer in speech pathology at the Australian Catholic University in Melbourne and is the coordinator of a student mentoring program. Dr Sharon Crosbie is a speech-language pathologist with Brisbane Catholic Education and a senior lecturer at the Australian Catholic University in Brisbane.

Correspondence to: Lisa Furlong La Trobe University phone: +64 225 145 610 email: l.furlong@latrobe.edu.au

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www.speechpathologyaustralia.org.au