This study used a modified multiple-baseline design to determine the effects on the writing performance of seven students with special needs when a talking word processor with spell checker software was used independent of and in conjunction with word prediction software as accommodations in daily writing exercises. Results indicated that, in general, the impact of using writing software was positive. The group mean for number of misspellings decreased, accuracy percentage increased, number of words increased, and overall district writing rubric scores increased. Further, the software had different benefits for different students and students expressed preferences for particular software functions. Implications for practice and research are presented.