The purpose of this study is to examine the trends and characteristics of intervention researches, which enhance the spelling ability of students with learning disabilities and to grasp the present state of spelling instructions effective for them, by analyzing the domestic intervention researches in which instructions were implemented for students with learning disabilities to enhance their spelling ability. This study analyzed a total of 65 papers including doctors' and masters' dissertations as well as articles in academic journals, which were published in Korea from 1975 to September 2010. The summarized results of this research synthesis is as follows. First, mostly targeting four or fewer students in the lower grades (1st to the 3rd grades) in elementary school, and mostly used single subject research design, most researches used the enhancement of spelling ability through composition instruction. Second, spelling instruction appeared to be the most effective for the case of both experimental-comparative design and single group design, while spelling instruction, reading and spelling instruction, reading instruction, reading and composition instruction appeared to be effective in enhancing spelling ability in the case of single subject design. Third, intervention with spelling principles appeared to be was effective for spelling instruction, intervention with repeated practice of word reading/writing for reading and spelling instruction, intervention with process-based writing for composition instruction, book making activities for reading and composition instruction, and intervention with repeated reading for reading instruction.