TY - JOUR
T1 - Primary School Teachers’ Adaptations for Struggling Writers
T2 - Survey Study of Grade 1 to 6 Teachers in Australia
AU - Malpique, Anabela
AU - Pino Pasternak, Deborah
AU - Valcan, Debora
AU - Asil, Mustafa
N1 - Funding Information:
This research was funded by the Collier Charitable Foundation (ID1749).
Publisher Copyright:
© Hammill Institute on Disabilities 2023.
PY - 2024/11/1
Y1 - 2024/11/1
N2 - Two hundred ninety-eight primary teachers (88% female) from across all Australian states and territories reported on the frequency with which they implemented instructional adaptations for struggling writers in their classrooms. They also rated their preparation and self-efficacy for teaching writing. The majority of participating teachers indicated they provided additional instruction on spelling, capitalization and punctuation, and sentence construction at least once a week or more often. Teachers further reported implementing additional minilessons and reteaching strategies and skills, as well as extra instruction on grammar, handwriting, text structure, revising, and planning on a monthly basis or more often. The majority of teachers reported never or only once a year using adaptations to support digital writing. The frequency with which teachers provided extra instruction on spelling, handwriting, text structure, revising, and computer use differed by grade. Only teachers’ perceived efficacy to teach writing made a unique and statistically significant contribution to predicting the use of instructional adaptations for writing and adaptations to support digital writing after controlling for teacher and classroom variables.
AB - Two hundred ninety-eight primary teachers (88% female) from across all Australian states and territories reported on the frequency with which they implemented instructional adaptations for struggling writers in their classrooms. They also rated their preparation and self-efficacy for teaching writing. The majority of participating teachers indicated they provided additional instruction on spelling, capitalization and punctuation, and sentence construction at least once a week or more often. Teachers further reported implementing additional minilessons and reteaching strategies and skills, as well as extra instruction on grammar, handwriting, text structure, revising, and planning on a monthly basis or more often. The majority of teachers reported never or only once a year using adaptations to support digital writing. The frequency with which teachers provided extra instruction on spelling, handwriting, text structure, revising, and computer use differed by grade. Only teachers’ perceived efficacy to teach writing made a unique and statistically significant contribution to predicting the use of instructional adaptations for writing and adaptations to support digital writing after controlling for teacher and classroom variables.
KW - Writing
KW - Adaptations
KW - primary education
KW - struggling writers
KW - adaptations
KW - writing
UR - http://www.scopus.com/inward/record.url?scp=85176916516&partnerID=8YFLogxK
U2 - 10.1177/00222194231211946
DO - 10.1177/00222194231211946
M3 - Article
SN - 0022-2194
VL - 57
SP - 384
EP - 396
JO - Journal of Learning Disabilities
JF - Journal of Learning Disabilities
IS - 6
ER -