This report presented a meta-analysis of writing interventions for students with learning disabilities. Interventions focused on writing expository or narrative texts. Thirteen studies were found that fit the authors’ criteria. Results indicated that interventions had a positive effect on students' writing and understanding of the writing process. It was also found that three key factors should be made explicit when implementing writing interventions with students with disabilities (1) the steps of the writing process, (2) the critical dimensions of different writing genres and (3) the process of giving feedback to students on the quality of their writing.