Children need to demonstrate sufficient writing skills to meet curriculum demands for writing and to succeed in their classes, as well as to deepen understanding of themselves and the world (Graham & Perin, 2007). However, writing often is a difficult and complex task that requires children not only to have the cognitive resources for producing varied texts, such as topic, genre, and linguistic knowledge and specific writing skills and techniques, but also to have adequate meta-cognitive abilities to monitor their writing-related thoughts, feelings, and behaviors, and to maintain a positive attitude toward writing (Troia, 2006). Children with language-learning disabilities (LLD) who display normal nonverbal cognitive abilities but experience oral and written language difficulties that adversely affect their academic performance (National Joint Committee on Learning Disabilities [NJCLD], 1990) have been found to demonstrate difficulties in many aspects of writing (Dockrell, Lindsay, & Connelly, 2009). Compared with their same-age peers, children with LLD compose shorter texts (Dockrell et al., 2009); demonstrate a limited ability to generate and organize their ideas; display many errors in grammar, spelling, and other writing conventions (Dockrell & Connelly, 2009); and write papers with poorer overall quality (Fey,