The purpose of this study was to investigate the effect of the 19 writing interventions used in 17 single-subject researches for students with learning disabilities on writing. 17 studies published in Korean journals and graduate theses between 2001 and 2012 were reviewed. This review study investigated general features of the studies selected and the effect sizes by intervention types and duration. The intervention types were classified by cognitive strategy, metacognitive strategy, resource management strategy and by single strategy and complex strategy. First, the results indicated that 10 studies used cognitive strategy, 5 studies used metacoginitive strategy, and 4 studies used resource management strategy and the most effective strategy was the resource management strategy when comparing to PND value of 19 interventions. Second, single strategy study was 16 and complex strategy study was only 3. The PND average of 16 studies used the single strategy was 94.21% and 3 studies used the complex strategy was 85.16%.Therefore, the single strategy showed larger effect sizes than the complex strategy. Third, as a result of analyzing by duration, 13 studies applied intervention sessions between 11-20, 4 studies applied sessions between 21 to 30, and 3 studies applied more than 31 sessions. Then, 21-30 intervention sessions was the most effective. Lastly, discussion and suggestions for future research were provided.