Writing is a necessity. State standards and standardized tests have made writing skills more important than ever. Students with language-based learning difficulties often present with weak writing skills, characterized by self-focused narratives and poor organization. In this session, the writing process is viewed as an interaction between writer and reader. Strategies to increase the ability to understand the reader (perspective taking), improve executive function skills and develop self-monitoring abilities will be discussed. The strategies developed follow the framework provided in the Self-Regulated Strategy Development (SRSD) model (Harris & Graham, 1996). In addition, techniques based in principles of social cognition and emotional regulation will be presented.