Intermediate-Grade Teachers' Adaptations for Weaker Writers: A National Survey in Urban Schools in Chile.

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.