This paper reports on the expository writing difficulties of learning disabled students in fourth and fifth grades, using actual samples of students'writing. Using writing samples from 21 students representing the range of writing problems in both special and regular education students, three categories of problems are presented and discussed: general writing ability and fluency, informant status in the communicative act of writing, and knowledge and control of the thinking and organizational strategies associated with writing. Second, a case is made for instruction in cognitive strategies in writing for learning disabled students who display the problems typical of that population. Third, a specific instructional program, Cognitive Strategy Instruction in Writing (CSIW), is presented. The instructional program involves teaching strategies for performing the writing process, as well as for enhancing students' awareness of the role of audience and purpose, and of organizational strategies related to text structure in planning, organizing, writing, editing, and revising compositions.
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