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.

中文翻译：

---

小学教师对苦苦挣扎的作家的改编：澳大利亚 1 至 6 年级教师的调查研究。


来自澳大利亚所有州和地区的 298 名小学教师（88% 为女性）报告了他们在课堂上为陷入困境的作家实施教学改编的频率。他们还评估了他们教授写作的准备和自我效能感。大多数参与的教师表示，他们每周至少提供一次或更频繁地提供有关拼写、大小写和标点符号以及句子结构的额外指导。教师进一步报告说，他们每月或更频繁地实施额外的迷你课程和再教学策略和技能，以及关于语法、笔迹、文本结构、修改和计划的额外指导。大多数教师报告说，他们从来没有或每年只使用一次改编来支持数字写作。教师提供有关拼写、手写、文本结构、修改和计算机使用的额外指导的频率因年级而异。只有教师对写作教学的感知效能对预测教学适应的写作使用以及在控制教师和课堂变量后支持数字写作的适应做出独特且具有统计学意义的贡献。