{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,4]],"date-time":"2026-05-04T14:43:23Z","timestamp":1777905803556,"version":"3.51.4"},"reference-count":42,"publisher":"SAGE Publications","issue":"2","license":[{"start":{"date-parts":[[2020,7,18]],"date-time":"2020-07-18T00:00:00Z","timestamp":1595030400000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"funder":[{"DOI":"10.13039\/501100003141","name":"consejo nacional de ciencia y tecnolog\u00eda","doi-asserted-by":"publisher","award":["(Fondecyt Regular No. 1171898)"],"award-info":[{"award-number":["(Fondecyt Regular No. 1171898)"]}],"id":[{"id":"10.13039\/501100003141","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["J Learn Disabil"],"published-print":{"date-parts":[[2022,3]]},"abstract":"<jats:p>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.<\/jats:p>","DOI":"10.1177\/0022219420941795","type":"journal-article","created":{"date-parts":[[2020,7,18]],"date-time":"2020-07-18T04:23:01Z","timestamp":1595046181000},"page":"87-98","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":6,"title":["Intermediate-Grade Teachers\u2019 Adaptations for Weaker Writers: A National Survey in Urban Schools in Chile"],"prefix":"10.1177","volume":"55","author":[{"given":"Steve","family":"Graham","sequence":"first","affiliation":[{"name":"Arizona State University, Tempe, USA"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-6269-4939","authenticated-orcid":false,"given":"Silza","family":"Ahumada","sequence":"additional","affiliation":[{"name":"Universidad Andres Bello, Santiago, Chile"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Gerardo","family":"Ba\u00f1ales","sequence":"additional","affiliation":[{"name":"Universidad Andres Bello, Santiago, Chile"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"An\u00edbal","family":"Puente","sequence":"additional","affiliation":[{"name":"Universidad Andres Bello, Santiago, Chile"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Marcela","family":"Guajardo","sequence":"additional","affiliation":[{"name":"Universidad Andres Bello, Santiago, Chile"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Ignacio","family":"Mu\u00f1oz","sequence":"additional","affiliation":[{"name":"Universidad Andres Bello, Santiago, Chile"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"179","published-online":{"date-parts":[[2020,7,18]]},"reference":[{"key":"e_1_3_3_2_1","unstructured":"Agencia de Calidad de la Educaci\u00f3n. (2017). Informe de Resultados de Aprendizaje Escritura 2016: Sexto B\u00e1sico [2016 Learning outcomes report writing: Sixth grade]. http:\/\/archivos.agenciaeducacion.cl\/resultados_nacionales_escritura_2016.pdf"},{"key":"e_1_3_3_3_1","doi-asserted-by":"crossref","unstructured":"Ba\u00f1ales G. Ahumada S. Mart\u00ednez R. Mart\u00ednez M. Messina P. (2018). Investigaciones de la escritura en la Educaci\u00f3n B\u00e1sica en Chile: revisi\u00f3n de una d\u00e9cada (2007-2016) [Writing research in basic education in Chile: A decade review (2007-2016)]. RLA Revista de Ling\u00fc\u00edstica Te\u00f3rica y Aplicada 56(1) 59\u201384. http:\/\/dx.doi.org\/10.4067\/S0718-48832018000100059","DOI":"10.4067\/S0718-48832018000100059"},{"key":"e_1_3_3_4_1","doi-asserted-by":"crossref","unstructured":"Bangert-Drowns R. Hurley M. Wilkinson B. (2004). The effects of school-based writing to-learn interventions on academic achievement: A meta-analysis. Review of Educational Research 74(1) 29\u201358. https:\/\/doi.org\/10.3102\/00346543074001029","DOI":"10.3102\/00346543074001029"},{"key":"e_1_3_3_5_1","doi-asserted-by":"publisher","DOI":"10.4324\/9781410616470"},{"key":"e_1_3_3_6_1","unstructured":"Common Core State Standards National Governors Association & Council of Chief School Officers. Common Core state standards (2010). http:\/\/www.corestandards.org\/"},{"key":"e_1_3_3_7_1","first-page":"149","volume-title":"Third handbook of research on teaching","author":"Corno L.","year":"1986","unstructured":"Corno L., Snow R. (1986). Adapting teaching to differences among individual learners. In Wittrock M. (Ed.), Third handbook of research on teaching (pp. 149\u2013158). Macmillan."},{"key":"e_1_3_3_8_1","doi-asserted-by":"crossref","unstructured":"De Smedt F. Van Keer H. Merchie E. (2016). Student teacher and class-level correlates of Flemish late elementary school children\u2019s writing performance. Reading and Writing: An Interdisciplinary Journal 29(5) 833\u2013868. https:\/\/doi.org\/10.1007\/s11145-015-9590-z","DOI":"10.1007\/s11145-015-9590-z"},{"key":"e_1_3_3_9_1","volume-title":"Internet, mail, and mixed-mode surveys: The tailored design method","author":"Dillman D. A.","year":"2009","unstructured":"Dillman D. A., Smyth J. D., Christian L. M. (2009). Internet, mail, and mixed-mode surveys: The tailored design method (3rd ed.). Wiley.","edition":"3"},{"key":"e_1_3_3_10_1","doi-asserted-by":"publisher","DOI":"10.1037\/13274-019"},{"key":"e_1_3_3_11_1","doi-asserted-by":"publisher","DOI":"10.3102\/978-0-935302-48-6_23"},{"key":"e_1_3_3_12_1","doi-asserted-by":"crossref","unstructured":"Gilbert J. Graham S. (2010). Teaching writing to elementary students in grades 4 to 6: A national survey. Elementary School Journal 110(4) 494\u2013518. https:\/\/doi.org\/10.1086\/651193","DOI":"10.1086\/651193"},{"key":"e_1_3_3_13_1","doi-asserted-by":"crossref","unstructured":"Gillespie A. Graham S. (2014). A meta-analysis of writing interventions for students with learning disabilities. Exceptional Children 80 454\u2013473. https:\/\/doi.org\/10.1177\/0014402914527238","DOI":"10.1177\/0014402914527238"},{"key":"e_1_3_3_14_1","doi-asserted-by":"crossref","unstructured":"Graham S. (2018). A revised writer(s)-within-community model of writing. Educational Psychologist 53(4) 258\u2013279. https:\/\/doi.org\/10.1080\/00461520.2018.1481406","DOI":"10.1080\/00461520.2018.1481406"},{"key":"e_1_3_3_15_1","doi-asserted-by":"crossref","unstructured":"Graham S. (2019). Changing how writing is taught. Review of Research in Education 43(1) 277\u2013303. https:\/\/doi.org\/10.3102\/0091732X18821125","DOI":"10.3102\/0091732X18821125"},{"key":"e_1_3_3_16_1","doi-asserted-by":"crossref","unstructured":"Graham S. Collins A. Rigby-Wills H. (2017). A meta-analysis examining the writing characteristics of students with learning disabilities and normally achieving peers. Exceptional Children 83(2) 199\u2013218. https:\/\/doi.org\/10.1177\/0014402916664070","DOI":"10.1177\/0014402916664070"},{"key":"e_1_3_3_17_1","doi-asserted-by":"crossref","unstructured":"Graham S. Harris K. R. Bartlett B. Popadopoulou E. Santoro J. (2016). Acceptability of adaptations for struggling writers: A national survey with primary grade teachers. Learning Disability Quarterly 39(1) 5\u201316. https:\/\/doi.org\/10.1177\/0731948714554038","DOI":"10.1177\/0731948714554038"},{"key":"e_1_3_3_18_1","doi-asserted-by":"crossref","unstructured":"Graham S. Harris K. R. Fink Chorzempa B. MacArthur C. (2003). Primary grade teachers\u2019 instructional adaptations for weaker writers: A national survey. Journal of Educational Psychology 95(2) 279\u2013293. https:\/\/doi.org\/10.1037\/0022-0663.95.2.279","DOI":"10.1037\/0022-0663.95.2.279"},{"key":"e_1_3_3_19_1","doi-asserted-by":"crossref","unstructured":"Graham S. Harris K. R. Mason L. Fink-Chorzempa B. Moran S. Saddler B. (2008a). How do primary grade teachers teach handwriting: A national survey. Reading & Writing: An Interdisciplinary Journal 21(1) 49\u201369. https:\/\/doi.org\/10.1007\/s11145-007-9064-z","DOI":"10.1007\/s11145-007-9064-z"},{"key":"e_1_3_3_20_1","doi-asserted-by":"crossref","unstructured":"Graham S. McKeown D. Kiuhara S. Harris K. R. (2012). A meta-analysis of writing instruction for students in the elementary grades. Journal of Educational Psychology 104(4) 879\u2013896. https:\/\/doi.org\/10.1037\/a0029185","DOI":"10.1037\/a0029185"},{"key":"e_1_3_3_21_1","doi-asserted-by":"crossref","unstructured":"Graham S. Morphy P. Harris K. R. Fink-Chorzempa B. Saddler B. Moran S. Mason L. (2008b). Teaching spelling in the primary grades: A national survey of instructional practices and adaptations. American Educational Research Journal 45(3) 796\u2013825. https:\/\/doi.org\/10.3102\/0002831208319722","DOI":"10.3102\/0002831208319722"},{"key":"e_1_3_3_22_1","doi-asserted-by":"crossref","unstructured":"Graham S. Rijlaarsdam G. (2016). Writing education around the globe: Introduction and call for a new global analysis. Reading & Writing: An Interdisciplinary Journal 29(5) 781\u2013792. https:\/\/doi.org\/10.1007\/s11145-016-9640-1","DOI":"10.1007\/s11145-016-9640-1"},{"key":"e_1_3_3_23_1","doi-asserted-by":"crossref","unstructured":"Koster M. Tribushinina E. De Jong P. van den Bergh H. (2015). Teaching children to write: A meta-analysis of writing intervention research. Journal of Writing Research 7(2) 299\u2013324. https:\/\/dx.doi.org\/10.17239\/jowr-2015.07.02.2","DOI":"10.17239\/jowr-2015.07.02.2"},{"key":"e_1_3_3_24_1","doi-asserted-by":"publisher","DOI":"10.4159\/9780674417502"},{"key":"e_1_3_3_25_1","doi-asserted-by":"crossref","unstructured":"Lyon G. R. (1996). Learning disabilities. The Future of Children 6(1) 54\u201376. https:\/\/doi.org\/10.2307\/1602494","DOI":"10.2307\/1602494"},{"key":"e_1_3_3_26_1","doi-asserted-by":"publisher","DOI":"10.1177\/093889829100600403"},{"key":"e_1_3_3_27_1","doi-asserted-by":"crossref","unstructured":"McKeown D. Brindle M. Harris K. R. Sandmel K. Steinbrecher T. Graham S. Lane K. Oakes W. (2019). Teachers\u2019 voices: Perceptions of effective professional development and classwide implementation of self-regulated strategy development in writing. American Educational Research Journal 56(3) 753\u2013791. https:\/\/doi.org\/10.3102\/0002831218804146","DOI":"10.3102\/0002831218804146"},{"key":"e_1_3_3_28_1","doi-asserted-by":"crossref","unstructured":"Michaelowa K. (2001). Primary education quality in Francophone sub-Saharan Africa: Determinants of learning achievement and efficiency considerations. World Development 29(10) 1699\u20131716. https:\/\/doi.org\/10.1016\/S0305-750X(01)00061-4","DOI":"10.1016\/S0305-750X(01)00061-4"},{"key":"e_1_3_3_29_1","unstructured":"Ministerio de Educaci\u00f3n. (2015). Decreto 83. Aprueba criterios y orientaciones de adecuaci\u00f3n curricular para estudiantes con necesidades educativas especiales de educaci\u00f3n parvularia y educaci\u00f3n b\u00e1sica [Approves criteria and guidelines for curricular adaptation for students with special educational needs in pre-school and elementary school]. http:\/\/especial.mineduc.cl\/wpcontent\/uploads\/sites\/31\/2016\/08\/Decreto-83-2015.pdf"},{"key":"e_1_3_3_30_1","unstructured":"Ministerio de Educaci\u00f3n. (2016b). La Reforma Educacional est\u00e1 en marcha [Education reform is on the move]. https:\/\/bibliotecadigital.mineduc.cl\/handle\/20.500.12365\/2134"},{"key":"e_1_3_3_31_1","unstructured":"Ministerio de Educaci\u00f3n. (2016a). Directorio Oficial de Docentes 2016 [Official teacher directory]. http:\/\/datos.mineduc.cl\/dashboards\/20031\/descarga-bases-de-datos-de-cargos-docentes\/"},{"key":"e_1_3_3_32_1","unstructured":"Ministerio de Educaci\u00f3n. (2017a). Estad\u00edsticas de la Educaci\u00f3n 2016 [Statistics of education 2016]. Centro de Estudios Ministerio de Educaci\u00f3n. https:\/\/centroestudios.mineduc.cl\/wp-content\/uploads\/sites\/100\/2017\/07\/Anuario_2016.pdf"},{"key":"e_1_3_3_33_1","unstructured":"Ministerio de Educaci\u00f3n. (2017b). Orientaciones T\u00e9cnicas sobre Estrategias de Diversificaci\u00f3n de la Ense\u00f1anza para Educaci\u00f3n B\u00e1sica en el marco del Decreto N\u00ba 83\/2015 [Technical guidelines on teaching diversification strategies for basic education within the framework of Decree No. 83\/2015]. https:\/\/especial.mineduc.cl\/wp-content\/uploads\/sites\/31\/2017\/05\/OrientacionesD83-Web-2017.pdf"},{"key":"e_1_3_3_34_1","unstructured":"Ministerio de Educaci\u00f3n. (2018). Progresi\u00f3n de Objetivos de Aprendizaje. Lenguaje y Comunicaci\u00f3n 1o a 6o b\u00e1sico. [Learning goals progression\u2014Language and communication 1 to 6 grade]. https:\/\/www.curriculumnacional.cl\/614\/articles-71255_archivo_01.pdf"},{"key":"e_1_3_3_35_1","unstructured":"National Center for Educational Statistics. (2012). The nation\u2019s report card: Writing 2011 (NCES 2012\u2013470). Institute of Education Sciences U.S. Department of Education. https:\/\/nces.ed.gov\/nationsreportcard\/pdf\/main2011\/2012470.pdf"},{"key":"e_1_3_3_36_1","doi-asserted-by":"crossref","unstructured":"Patall E. (2013). Constructing motivation through choice interest and interestingness. Journal of Educational Psychology 105(2) 522\u2013534. https:\/\/doi.org\/10.1037\/a0030307","DOI":"10.1037\/a0030307"},{"key":"e_1_3_3_37_1","doi-asserted-by":"crossref","unstructured":"Rietdijk S. van Weijen D. Janssen T. van den Bergh H. Rijlaarsdam G. (2018). Teaching writing in primary education: Classroom practice time teachers\u2019 beliefs and skills. Journal of Educational Psychology 110(5) 640\u2013663. http:\/\/dx.doi.org\/10.1037\/edu0000237","DOI":"10.1037\/edu0000237"},{"key":"e_1_3_3_38_1","doi-asserted-by":"crossref","unstructured":"Rogers L. Graham S. (2008). A meta-analysis of single subject design writing intervention research. Journal of Educational Psychology 100(4) 879\u2013906. https:\/\/doi.org\/10.1037\/0022-0663.100.4.879","DOI":"10.1037\/0022-0663.100.4.879"},{"key":"e_1_3_3_39_1","doi-asserted-by":"crossref","unstructured":"Santiago P. Fiszbeu A. Jaramillo S. Radinger T. (2017). OECD reviews of school resources: Chile 2017. OECD Publishing. http:\/\/dx.doi.org\/10.1787\/9789264285637-en","DOI":"10.1787\/9789264285637-en"},{"key":"e_1_3_3_40_1","doi-asserted-by":"crossref","unstructured":"Troia G. Graham S. (2017). Use and acceptability of adaptations to classroom writing instruction and assessment practices for students with disabilities: A survey of grade 3-8 teachers. Learning Disabilities Research & Practice 32(4) 257\u2013269. https:\/\/doi.org\/10.1111\/ldrp.12135","DOI":"10.1111\/ldrp.12135"},{"key":"e_1_3_3_41_1","unstructured":"UNESCO. (2015). Logros de aprendizaje. Tercer Estudio Regional Comparativo y Explicativo [Learning achievements Third Regional Comparative and Explanatory Study]. Oficina Regional de Educaci\u00f3n para Am\u00e9rica Latina y el Caribe (OREALC). https:\/\/unesdoc.unesco.org\/ark:\/48223\/pf0000243532"},{"key":"e_1_3_3_42_1","doi-asserted-by":"crossref","unstructured":"Veiga Sim\u00e3o A. M. Malpique A. A. Frison L. M. B. Marques A. (2016). Teaching writing to middle school students in Portugal and Brazil: An exploratory study. Reading and Writing: An Interdisciplinary Journal 29(5) 955\u2013979. https:\/\/doi.org\/10.1007\/s111","DOI":"10.1007\/s11145-015-9606-8"},{"key":"e_1_3_3_43_1","volume-title":"Global economic prospects, June 2015: The global economy in transition","author":"World Bank Group","year":"2015","unstructured":"World Bank Group. (2015). Global economic prospects, June 2015: The global economy in transition. World Bank."}],"container-title":["Journal of Learning Disabilities"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/0022219420941795","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/journals.sagepub.com\/doi\/full-xml\/10.1177\/0022219420941795","content-type":"application\/xml","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/0022219420941795","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,5,1]],"date-time":"2026-05-01T06:40:24Z","timestamp":1777617624000},"score":1,"resource":{"primary":{"URL":"https:\/\/journals.sagepub.com\/doi\/10.1177\/0022219420941795"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2020,7,18]]},"references-count":42,"journal-issue":{"issue":"2","published-print":{"date-parts":[[2022,3]]}},"alternative-id":["10.1177\/0022219420941795"],"URL":"https:\/\/doi.org\/10.1177\/0022219420941795","relation":{},"ISSN":["0022-2194","1538-4780"],"issn-type":[{"value":"0022-2194","type":"print"},{"value":"1538-4780","type":"electronic"}],"subject":[],"published":{"date-parts":[[2020,7,18]]}}}