This study examined the effectiveness of the Direct Instruction writing program, Reasoning and Writing, with 10 fourth and fifth grade students with learning disabilities and/or behavioral disorders. Instruction with Reasoning and Writing occurred for six weeks, and pretest and posttest scores on the Test of Written Language-2 (TOWL-2) were used to indicate program effects. As a group, results indicate that students made both statistically and educationally significant gains overall on the TOWL-2. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).