In this replication study, supplemental writing instruction in strategic planning was used to improve the story writing ability of young writers with learning disabilities (LD) and poor writing skills. Six 2nd-grade students with learning disabilities who experienced difficulty with story writing were taught a strategy for planning and writing stories using the Self-Regulated Strategy Development approach. The effects of the strategy were assessed through a multiple-baseline-across-subjects design. After learning the strategy the stories written by the students at post-instruction and maintenance became more complete, longer, and qualitatively better. In addition, planning time at post-instruction and maintenance increased. Limitations of the study and implications for practice are discussed. (Contains 1 table and 4 figures.)