Abstract
This study used a multiple-probe, multiple-baseline single-case design to investigate the efficacy of planning, and then revising strategy instruction using self-regulated strategy development on the compare-contrast writing performance of three late elementary students with language-learning disabilities. After receiving the planning instruction, all three students spent more time planning and generated quality written plans. Their essays were longer, included more text structure elements, and demonstrated better overall quality. After receiving the subsequent revising instruction, further increases in writing accuracy were found, but planning time, quality of written plans, text length, and text structure elements somewhat decreased. Also, overall essay quality did not further improve following revising instruction. Positive gains were maintained for 4 weeks and generalized to writing explanatory essays.