Document Type
Journal Article
Publication Title
Journal of Learning Disabilities
Publisher
SAGE
School
School of Education
RAS ID
62190
Funders
Collier Charitable Foundation
Abstract
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.
DOI
10.1177/00222194231211946
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Comments
Malpique, A., Pino-Pasternak, D., Valcan, D., & Asil, M. (2023). Primary school teachers’ adaptations for struggling writers: Survey study of grade 1 to 6 teachers in Australia. Journal of Learning Disabilities. Advance online publication. https://doi.org/10.1177/00222194231211946