Learning disabilities that negatively affect students' academic performance can be observed in many skills including listening, speaking, understanding, reading, writing, and mathematics. Some students encounter problems in recognizing words, while others struggle with grabbing pencils or written language. There are some interventions implemented to identify or overcome those challenges that students experience in primary education. Current literature on the topic of learning disabilities indicates that most of the interventions focus on reading skills and there are a limited number of studies on writing skills. Besides, those studies on writing are usually conducted with students with typical development. Therefore, the aim of this study is to review intervention studies on writing skills of students with learning disabilities in primary grades. For this study, Google Scholar, EBSCOHost, Elsevier Science Direct and ERIC databases were searched and 23 studies that met the inclusion criteria of this study were examined. Results manifested that majority of those studies were on writing strategies, most of the studies focused on self-management strategy, the number of male participants was more than female participants, most of the studies used experimental or single subject designs, there was no consensus on implemented interventions and those interventions were different from each other.