Students with dyslexia often struggle with developing text-writing skills at the paragraph level. However, the literature is filled with examples of how explicit instruction paired with time-based feedback can be used to improve such skills for students with a variety of disabilities. Examples from the literature have demonstrated positive effects with intervention being implemented face-to-face, but recently there is an interest in exploring the usability and effectiveness of online interventions. In this study, we examined the effects of a well-researched, traditionally face-to-face, intervention for developing text-writing skills in an online setting with three fourth-grade students with dyslexia. We used a multiple-baseline across participants design, visual analysis, and multilevel modeling to conduct our investigation. Data regarding students' perceptions of participating in the intervention were also collected. Two students demonstrated growth in their writing, increasing both their writing accuracy and their paragraph-writing skills measured through the paragraph rubric. One of those two participants' changes was modest and only occurred toward the end of intervention. The third participant demonstrated no changes across any dependent measures. All students reported enjoying participating in the intervention despite experiencing a history of writing difficulties.