Writing is considered the most arduous academic task in school. Many students struggle with motivating themselves to engage in text production due to the enormous cognitive load it requires. In this pilot study, we used a simple electronic device that emits silent vibration signals at programmed intervals to help five sixth graders to stay focused on their writing assignments. All participants had limited academic abilities and found it hard to stay on task. We applied a single-case reversal design (ABA) to test the efficacy of the intervention. Results indicated that the students wrote considerably longer stories whenever the electronic devices were used. In addition, the quality of their texts increased as assessed by two independent raters. The findings beg for replication and more research on the topic, as this was the first study on using vibration signal devices to foster writing performance in struggling students.