One area of writing that may be particularly problematic, causing both academic and behavioral challenges for writers with learning disabilities, is constructing sentences. Sentences are the building blocks of coherent and effective writing and constructing syntactically correct and complex sentences is a critical skill characterizing expert writing. Unfortunately, many students with learning disabilities struggle with this critical skill. These students may produce sentences with fewer words, less syntactical complexity, and more errors of spelling and grammar than their regularly achieving peers. For researchers and teachers of children with learning disabilities, improving sentence construction ability with empirically based interventions is imperative. In this review of literature a method to teach sentence construction, called sentence combining, is presented and current research providing support for the use of sentence combining as a method to improve sentence construction ability, overall writing quality, and quantity of revisions is summarized. Finally, future directions for sentence combining research are discussed.