Primary grade teachers' instructional adaptations for struggling writers: A national survey.

• Steve Graham ^[1] ; Karen R. Harris ^[1] ; Barbara Fink-Chorzempa ^[3] ; Charles MacArthur ^[2]
  1. [1] Vanderbilt University

     Vanderbilt University

     Estados Unidos

     
  2. [2] University of Delaware

     University of Delaware

     Estados Unidos

     
  3. [3] State University of New York-New Paltz

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• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 95, Nº. 2, 2003, págs. 279-292
• Idioma: inglés
• DOI: 10.1037/0022-0663.95.2.279
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• Resumen

  • Primary grade teachers from across the United States were surveyed about their instructional adaptations for weaker writers. Although many teachers were sensitive to struggling writers' individual needs, there was a sizable percentage of teachers (42%) who made few or no adaptations. The most common adaptations made by teachers addressed students' difficulties with the mechanics of writing or writing processes, such as planning and revising. Other adaptations that were relatively common involved providing extra conferences, minilessons, and reteaching. Percentage of classroom students with special needs and amount of time students spend writing each week both made a significant contribution to predicting the number of adaptations reported by teachers, once the contribution of all other variables was controlled. (PsycINFO Database Record (c) 2016 APA, all rights reserved)