A questionnaire sent to 274 Michigan special education teachers in resource rooms and self-contained classrooms were dsigned to identify the treatment methods and materials used by these teachers to teach penmanship and spelling to learning-disabled students. A review of the literature examines the theoretical background of written expression, practices being used to teach penmanship and spelling, problems of the learning disabled, and remediation methods and materials used with the learning disabled. (Of the survey recipients, 92 sent useable replies for a response rate of 34%). Results indicated that teacher-preferred methods for penmanship were tracing, use of the D'Nealian manuscript and cursive styles, and air writing. The preferred materials included ditto sheets for writing, finger grip pencils, changeable plastic grips for pencils, color coded paper, and colored chalk. Teacher-preferred methods for spelling instruction were language experience and individual spelling, peer tutoring, and visual-auditory-kinesthetic-tactile techniques. Teacher-preferred materials included workbooks, spelling lists, and computer games. Appendices describe the D'Nealian pencil grip, outline the reading and spelling patterns of children with learning disabilities, and provide a copy of the survey form. (76 references) (JDD)