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.

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中级教师对弱作家的适应：智利城市学校的全国调查

智利城市公立学校的 254 名中级教师（88% 为女性）表示，他们为最弱的作家（包括有学习障碍和其他残疾的学生）进行写作教学改编的频率。大多数教师报告称，他们每周至少对他们最弱的作家进行一次以下调整：个别辅导、写作时同伴的帮助，以及语法/拼写、计划/修改、手写、句子结构和文本结构方面的额外指导。大多数教师每月或更频繁地报告说，他们为较弱的作家提供了写作作业的选择、完成替代写作作业的机会，以及通过计算机技术进行的额外写作指导。应用改编的频率不因年级而异。教师本科准备教授写作的充分性、他们教授写作的效率以及班级中残疾学生的比例，每一个都对预测教师为最弱的作家应用改编的频率做出了独特且具有统计学意义的贡献。据报道，这项研究中的智利教师比其他国家（包括美国）进行的研究中的教师更频繁地为班上较弱的作家进行改编。