Intermediate-Grade Teachers' Adaptations for Weaker Writers: A National Survey in Urban Schools in Chile

Autor/inn/en	Graham, Steve; Ahumada, Silza; Bañales, Gerardo; Puente, Aníbal; Guajardo, Marcela; Muñoz, Ignacio
Titel	Intermediate-Grade Teachers' Adaptations for Weaker Writers: A National Survey in Urban Schools in Chile
Quelle	In: Journal of Learning Disabilities, 55 (2022) 2, S.87-98 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ahumada, Silza)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219420941795
Schlagwörter	Foreign Countries; Urban Schools; Public Schools; Writing Difficulties; Writing Instruction; Intermediate Grades; Elementary School Teachers; Students with Disabilities; Learning Disabilities; Elementary School Students; Individualized Instruction; Preservice Teacher Education; Teacher Effectiveness; Chile + Suchen Sie Ihr Suchwort? Ausland; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Schreibstörung; Schreibunterricht; Mittelstufe; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Individualisierender Unterricht; Lehramtsstudiengang; Lehrerausbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	Two hundred fifty-four intermediate-grade teachers (88% female) in urban public schools in Chile indicated how frequently they made writing instructional adaptations for their weakest writers, which included students with learning and other disabilities. A majority of teachers reported making the following adaptations for their weakest writers at least once a week: individual tutoring, assistance from a peer when writing, and extra instruction in grammar/spelling, planning/revising, handwriting, sentence construction, and text structure. On a monthly basis or more often, a majority of teachers reported they provided weaker writers with choice about writing assignments, the opportunity to complete an alternative writing assignment, and extra writing instruction via computer technology. How often an adaptation was applied did not differ by grade. The perceived adequacy of teacher undergraduate preparation to teach writing, their efficacy to teach writing, and the proportion of students with disability in their classes each made a unique and statistically significant contribution to predicting how frequently teachers applied adaptations for their weakest writers. The Chilean teachers in this study reportedly made adaptations for weaker writers in their class more often than teachers in studies conducted in other countries, including the United States. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01