Abstract
In this chapter, I examine the efficacy of instruction on planning and revision strategies for the compare/contrast expository writing performance of students with language-based learning disabilities. I discuss a study in which the methodology is based on a quantitative experimental approach using a multiple-probe and a multiple-baseline across participants. The results showed that applied writing instruction contributed to a significant improvement in the writing performance of the struggling students. These improvements included increased planning time, better written plans, longer and more accurately written essays, and papers that had more text structure elements with better overall text quality. I end this chapter by discussing ways of making adjustments to accommodate the individual needs of struggling students.