Children with a specific learning disability often struggle with written communication compared to their typically-developing peers (Graham & Harris, 2002; Graham et al., 2017; Troia, 2006). The purpose of this study was to investigate the impact of a researcher-created instructional strategy (i.e., "Audience and Structure Knowledge") on the descriptive writing performance of children in this special population. "Audience and Structure Knowledge" (ASK) utilizes a reader perspective-taking approach aimed at enhancing students' audience awareness and text-structure knowledge. A multiprobe multiple-baseline design across participants was conducted to examine whether the ASK instructional strategy could improve the "specificity" (i.e., percentage of relevant details) and "overall quality" of children's descriptions of pictures. Participants were three children, ages nine, ten, and twelve, who had been diagnosed with a specific learning disability. Due to the COVID-19 pandemic, the study was conducted via Zoom video conferencing. Instruction took place one-on-one and lasted five to seven sessions. The implementation of the ASK instructional strategy resulted in increased "specificity" and "overall quality" scores for all three participants. In addition, there was some evidence that children may be able to transfer their skills to descriptive writing tasks not taught during instruction. Conclusions about and future directions for the ASK instructional strategy are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]