This report discusses the outcomes of a study that investigated the efficacy of a referential communication task for teaching written language skills to elementary school-aged children with learning disabilities. Participants included five dyads, each consisting of one child with a learning disability and one child with typical language development (ages 8-11). Children were to produce written instructions to enable the communication partner to complete a construction paper design. The children with learning disabilities and their communication partners were physically separated as they wrote instructions for the construction paper design. After completing the writing tasks, the children in each dyad exchanged papers and were given the pieces to complete the construction paper design. The children in each dyad then met to compare the completed design to the original model and gave their partners oral feedback as to the effectiveness of the written message. Results of the study indicate that as a result of the intervention, four of the five children with learning disabilities demonstrated an improvement in their overall writing scores from the pretest to the posttest, some children demonstrated use of visual organizers, and spelling errors decreased. (CR)