This study examined the effectiveness of a writing intervention with three African American male third graders with a learning disability in reading and low writing skills. The participants were instructed in planning, organizing, writing, editing, and revising, supported by dictation and transcription of students' thoughts with the "Dragon Dictation" app. Multiple-baseline data across participants were collected on the following curriculum-based measures: total words written, words spelled correctly, and correct word sequence. Visual data analysis, the percentage of nonoverlapping data, and the post-intervention data indicate large gains on the curriculum-based measures across participants.