The purpose of this study was to evaluate the effectiveness of a simple contingency contracting intervention on the correct use of punctuation marks in freely produced texts by elementary school children with learning disabilities. This approach can be considered a promising strategy for facilitating the development of academic skills in struggling students. The benefits of contingency contracting were evaluated using an ABC multiple baseline design across three subjects. Results indicated that this technique was very helpful in distinctly boosting the performance of the participants. Applying contingency contracts requires little effort on the part of teachers and can be viewed as a very serviceable tool to support struggling students in their endeavors to produce stories with proper punctuation.