Speech-language pathologists have not typically included writing as part of
instructional or intervention goals. This omission may be related to the s
parse research data on writing development in children with a language lear
ning disability (LLD). Like reading and spelling, writing results from comp
lex interactions among the linguistic and discourse systems and changes ove
r time from an oral style of communication to a more literate style. One pu
rpose of this article is to describe individual differences in the phases o
f writing development, drawing on examples from students who are typically
developing, and those with an LLD. Special emphasis is given to the differe
ntiation of audience and syntactic choices during the school-age years as c
ritical elements in communicating the "writer' s voice." Using an illustrat
ive case study of a 10-year-old, the second purpose is to demonstrate how s
chool-based writing samples can serve as a dynamic tool for analysis of int
eractions among the linguistic and discourse systems. The multiple levels a
ddressed include genre knowledge, concept of audience, clausal and nonclaus
al complexity, spelling, and punctuation. A major assessment issue is wheth
er the writing problems of individual students stem from an unrecognized LL
D, instructional inadequacies, or both factors. Suggestions are offered for
better meeting individual needs through combining explicit strategy instru
ction for composing and self-regulation with explicit linguistic strategies
that enhance semantic and syntactic options in writing.