Just as composing a story, a report, or an argumentative essay is challenging for most students with LD, so it is challenging for teachers in inclusive settings to instruct them (Gillespie & Kiuhara, 2017; Grünke & Leonard Zabel, 2015). The articles in this issue of "Insights into Learning Disabilities" are geared towards special educators who are having to effectively support these children and youth as they try to learn how to put their ideas in writing. The four studies published in this special series issue examine highly effective interventions that can be implemented with minimum effort: (1) Contingency Contracting and Its Impact on the Use of Punctuation Skills by Fifth Graders with Learning Disabilities (Matthias Grünke); (2) The Impact of Explicit Timing, Immediate Feedback, and Positive Reinforcement on the Writing Outcomes of Academically and Behaviorally Struggling Fifth-Grade Students (Matthias Grünke, Marko Sperling, Mack D. Burke); (3) Effects of the STOP & LIST Strategy on the Writing Performance of a Sixth Grader With Learning Disabilities (Matthias Grünke, Heather Hatton); and (4) Improving the Length and Quality of Texts Written by Fourth Graders With Learning Disabilities Through a Peer-Tutoring Graphic Organizing Strategy (Matthias Grünke, Jürgen Wilbert, Ioanna K. Tsiriotakis, Ainhize Lopez Agirregoikoa.)