This brief paper summarizes research on effective instruction in writing for students with learning disabilities. It finds that three components stand out as methods that reliably and consistently lead to improved outcomes in teaching expressive writing to these students. These components are: (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 explicitly taught. The paper also notes two specific teaching methodologies that incorporate these three principles: first, Self-Regulated Strategy Development, which involves self-directed prompts, and second, Cognitive Strategy Instruction in Writing, which focuses on pre-writing strategies. Emerging issues in writing instruction are identified, including the mechanics versus the content of writing, dictation as a means of eliminating mechanical difficulties of expressive writing, and transfer of writing skills and related strategies to other subject-matter areas. (Contains 10 references.) (DB)