The purpose of this study is to verify the effects of story-making writing skills of elementary school students with learning disabilities (LD) by applying the sentence writing strategy. Three of forth and fifth graders with LD in Nonsan city participated in this study. The study was conducted a total of 20~26 sessions from March 15, 2007 until November 30, 2007. The program applied to this research was 'Horang-ee Sentence Writing Strategy (Kim Yoon-ok and others, 2004).' 'Horang-ee Sentence Writing Strategy' is made up of all 13 sections, and each section has 5-step process. This research has proved the effects of strategic instruction through multiple-baseline design on the students. In order to prove the improvement of story-making writing ability by applying 'Horang-ee Sentence Writing Strategy' practice on students with LD, we inspected the examining papers of writing ability before and after the practices, and verified the improvement of the students with LD. The results of the study can be summarized as following two. First of all, the elementary school students with LD was able to complete learning the 'Horang-ee Sentence Writing Strategy.' Secondly, 'Horang-ee Sentence Writing Strategy' has positively impacted on the writing skills of students with LD. In relation to this study, there are needs to use alternatives to express one's thoughts in order to expand the writing experiences, and to develop a writing strategy that would improve the ability to self-expression. Also, to maintain the effects of 'Sentence Writing Strategy,' the constant guidance is needed in conjuntion with teachers and family members.