This article describes a meta-analysis of instructional approaches for teaching writing to students with learning disabilities, strategies to teach students how to analyze material learned in the classroom, and write in a variety of genres (Gersten & Baker, 1999). All the instructional interventions reviewed improved the quality of students' writing and had positive effects on their self-efficacy. The instructional interventions had three major components in common: 1) adhering to a basic framework of planning, writing and revision, 2) explicitly teaching critical steps in the writing process, and 3) providing feedback guided by the information taught. Also dicussed are emerging issues in writing instruction for learning disabled students. (author/jlkrause)