The dissertation examines the effects of a six-week, skills-based, orthographic awareness / phonics / handwriting intervention on the spelling and writing fluency of third-grade students identified as low-performing writers. Discussion centers on the relationship between spelling, handwriting, and writing fluency. Data are presented to document gains in spelling fluency. Students did not show evidence of gains in handwriting or writing fluency. Hypotheses are presented to explain lack of growth on handwriting and writing fluency measures, and possible shortcomings of CBM-Writing as an outcome measure is discussed.