The purpose of this study was to examine the effectiveness of evidence based writing intervention
on students’ writing abilities through alternating treatment design and reversal design. The
participants of this study were five students with LD who are participating in special classrooms of
H middle school in Seoul and having difficulties in writing abilities. Results of the study present that
writing abilities were improved for all five students. Maintenance effects were improved as well as
maintained rather than baseline and intervention phrase 20 days after the intervention. Based on
results, these finding suggested ways to practice in educational setting.