This study examined the impact of a mobile-based writing intervention with embedded self-regulated learning strategies on the persuasive writing performance and perceived self-efficacy beliefs of fifth-grade struggling writers in five inclusive classrooms. In addition, the study examined the impact of adult feedback on the writing performance and perceived self-efficacy of fifth-grade struggling writers. A rationale for examining this body of research comes from studies which suggest that feedback as well as students' self-efficacy beliefs have a strong impact on their writing achievement. This study extended the writing strategy research conducted by Evmenova et al. (2016) and Regan et al. (2016) that investigated the impact of a technology-based graphic organizer with embedded self-regulated learning strategies on the writing performance of struggling writers. The study employed a nonequivalent comparison group pretest/posttest quasi-experimental design. Results suggest that the mobile-based writing strategy and adult feedback positively impacted the persuasive writing of both typical and struggling writers in inclusive classrooms. The improvements were demonstrated in the areas of writing quality, number of transition words, and number of sentences. In addition, students who were in the mobile-based writing intervention groups demonstrated an increase in their perceived self-efficacy. These findings add to the body of research on technology-based writing strategies that impact the performance and perceived self-efficacy of struggling writers. Limitations and suggestions for future research are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]