This report presents a meta-analysis of research on teaching expressive writing to students with learning disabilities. Virtually all the interventions analyzed were multifaceted and involved students writing everyday as part of the curriculum. The meta-analysis identified several themes critical to effective writing instruction: (1) adherence to a basic framework of planning, writing, and revision; (2) explicit instruction of critical steps in the writing process, as well as the features and conventions of the writing genre or text structure; and (3) provision of feedback guided by the information explicitly taught. Several specific instructional approaches found to be effective are described, including Self-Regulated Strategy Development, the integration of technology with writing instruction, and the Early Literacy Project, which emphasizes collaboration in early writing. Also addressed are issues in preparing students with disabilities to participate in statewide writing proficiency assessments, including student preparation and professional development for teachers. Contact information for all programs is provided. (DB)