This review of the literature looks at writing disabilities in the context of special education services provided within regular classrooms. A definition of learning disabilities as well as a discussion of effects of left and right brain dominance and of the steps of the writing process begin the paper. Among the findings of the research synthesis are: that semantic encodings are better retained than phonemic unrelated word encodings; that many students with learning disabilities have poor word knowledge; that specific writing errors can be associated with variations in brain dominance; that strategy training can be useful; and that teachers may have limited influence in changing attitudes and reducing writing apprehension. The final section provides a critique of the methodology of the studies reviewed. (Contains 11 references.) (DB)