This three-year study examined the effects of peer-assisted sentence combining practice on the writing of students with and without learning disabilities. Educational and Counseling Psychology Assistant Professor Bruce Saddler sought to determine if a well-validated sentence-combining instructional procedure can improve the sentence construction skills of skilled and less skilled writers with and without learning disabilities when taught in a peer-assisted learning format. He is assessing the effects of this instruction on the syntactical complexity, length and quality of students’ stories.