Theory and research indicated that sentence-combining exercises (SCE's) might be effective for improving the writing of learning disabled (LD) pupils. Seven college seniors in special education were trained to implement SCE's naturalistically in tutoring 13 LD pupils in grades 1-6 over a 10 week period, with a control group of 8 seniors tutoring 11 LD pupils. Pre- and postwriting samples, obtained using standardized drawings as stimuli, were analyzed for mean number of words, mean number of words per T-unit, percentage of well-formed T-units, and mean number of adjectives per T-unit. While no significant differences were present for the control group, the experimental group made significant gains on mean number of words (p<.05) and mean number of words per T-unit (p<.001). No evidence was found that the experimental group either overapplied their SCE instruction or created errors in new syntactic structures. Limitations of the study were discussed. However, the size of the effects obtained and the fact that data corroborated previous studies with other populations indicated that instructional use of SCE's with LD pupils should be pursued. (Author)