Constructing well-formed sentences is an important element of writing. However, many students struggle with this skill; in particular, writers with learning disability (LD). In this study sentence-combining practice with a peer-assistance component was used to improve the ability of four young students with LD to construct sentences and compose stories. Results support the use of sentence-combining practice to increase sentence-construction ability. Furthermore, sentence-combining instruction led to gains in story quality, use of taught constructions, and number of revisions. We also targeted transfer of the sentence-combining skills to story writing by integrating generalization training via parallel writing tasks and a Peer-Editor Checklist. Student comments suggested that the checklist increased their ability to identify the use of sentence-combining skills in each other's writing and make effective revising suggestions. (Contains 6 figures.)