The use of systematic prompting and monitoring to increase written sentence production during a ten-minute assigned composition task was investigated with 78 learning disabled (LD) students in grades 7-12. Subjects were classified as LD, were receiving special education services, and evidenced at least a 2-year lag in written language skills. Six experimental groups each consisted of 13 students randomly assigned to one of two prompting conditions: Systematic Prompt Reduction (SPR) or Random Prompt Administration (RPA). The SPR condition included four levels of prompts administered in order from most independent to most dependent: self-initiating, motivational, content-related, and literal. Students were also randomly assigned to one of three monitoring and recording conditions: No Monitoring (NM), Prompt Monitoring (PM), and Prompt and Production Monitoring (PPM). Analyses of variance revealed no statistically significant differences in either production or quality of final compositions among the six groups. It is suggested that future investigations of systematic prompt reduction techniques include monitoring of prompts and production in the context of a cognitive behavior modification strategy with a more selective group of LD students. Appendices provide the sentence production topics, the Sequential Prompt Reduction prompts, the Systematic Prompt Reduction manual, and a composition rating scale. Twenty-four references are also provided. (Author/JW)