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：

---

小学教师对陷入困境的作家的改编：澳大利亚 1 至 6 年级教师的调查研究。

来自澳大利亚各州和地区的 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调整的频率。他们还评估了自己对写作教学的准备和自我效能。大多数参与的教师表示，他们至少每周一次或更频繁地提供有关拼写、大写和标点符号以及句子结构的额外指导。教师们还报告说，每月或更频繁地实施额外的迷你课程和重新教学策略和技能，以及语法、书写、文本结构、复习和计划的额外指导。大多数教师表示从未或每年仅使用一次改编来支持数字写作。教师提供拼写、手写、文本结构、复习和计算机使用方面额外指导的频率因年级而异。在控制教师和课堂变量后，只有教师感知到的写作教学效率才能对预测写作教学改编和支持数字写作的改编的使用做出独特且具有统计显着性的贡献。