This dissertation investigated the use of speech recognition technology as a means of remediating the writing problems of students with learning disabilities. The research question focused on whether young children with learning disabilities (LD) could produce narratives with higher fluency/quantity and/or better quality when using (a) a traditional paper-pencil mode (HW), (b) a dictation mode using normal speech-to-text technology of speech recognition software (SR), which students could see on the monitor what they had dictated, and could edit their dictated text if and as they chose, or (c) a simplified dictation mode using a digital voice recorder (DR), which students had no immediate visual text feedback or access to text editing. A single subject, alternating treatment design was employed. The study participants included four 9-year old students, who had been diagnosed with LD, were receiving special education services, and having writing objectives addressed in their Individualized Educational Plan. The results indicated that the two dictation modes (SR and DR) were notably superior to the handwriting mode in terms of the fluency and mechanical aspect of writing, but there was little to mild difference between the dictation modes and the handwriting mode in terms of the syntactic complexity and story structure level of the writing. The transcription demands of writing appeared to have significant influence on the writing performance of students with LD. All students performed better using the dictation-related technology, but different students on different technology. Considering the wide spectrum of differences among the struggling writers with LD, the dictation strategies implemented in this study may also serve as an assessment tool to match students with the proper type of technology support.