This study compared the effects of two approaches to teaching reasoning and writing skills to gifted fifth graders. One group of students was taught with the Direct Instruction program, Reasoning and Writing, while the comparison group received non-explicit instruction, typical of most gifted programs. Scores on the Test of Written Language-3 (TOWL-3) and the New Jersey Test of Reasoning Skills (NJTRS) were used to assess writing and reasoning skills. Results indicate that students who received instruction with Reasoning and Writing scored significantly higher on the TOWL-3 measures of writing ability than students who received non-explicit instruction. There were no significant differences between groups on measures of reasoning skills. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).