The purpose of this study was to examine the effectiveness of an intervention in which teacher-led instruction was combined with computerized writing software to improve paragraph writing for three middle school students with intellectual disability. A multiple probe across participants design was used to evaluate the effectiveness of the intervention. During each 30 to 45-min intervention session, the teacher provided instruction using a graphic organizer to remind students about grammar rules and proper paragraph structure. Then participants wrote paragraphs using three of the four software components of SOLO Literacy Suite (Write:OutLoud, Co:Writer and Draft:Builder). Data indicated that the intervention was effective in improving writing quality (topic adherence and mechanics measured on a rubric), percentage of words spelled correctly and percentage of correct word sequences for all participants. Implications for educators and future research are discussed.