本研究藉由後設分析法探討13篇（N = 40）採取單一受試實驗設計且以學習障礙學生為研究對象之寫作教學研究成效。在文章品質方面，後測PND為92.17%，而維持後測PND為89.14%。在總字數分面，後測PND為74.58%，而維持後測PND為74.58%。除此之外，本研究經Kruskal-Willis單因子等級變異數分析後並未發現寫作教學介入成效因為教育階段或介入方法之不同而有所差異。

For the trend of reviewing the effects of writing intervention research, this present study reviewed 13 earlier studies (N = 40) on single subject design writing instruction for students with learning disabilities by conducting a meta-analysis. In terms of composition quality, the average PND at posttest was 92.17% and the average PND at maintain posttest was 89.14%. In terms of length, the average PND at posttest was 74.58%, and the average PND at maintain posttest was 74.58%. Besides, the Kruskal-Wallis procedure revealed no statistically significant differences in dependent variables regardless of education level and intervention type variables.