This report brings together data from three cycles of replication and serves as a summary of the findings of the Learning Disabled College Writers Project at University of Minnesota-General College. From July 1985 through September 1988, teachers and researchers examined the impact of microcomputer word processing on the classroom performance of learning disabled students enrolled in mainstream required freshman writing courses. Data were eventually gathered from 18 separate sections enrolling 57 subjects taught by 8 different teachers over a 3-year period. Learning disabled (LD) students were compared to non-LD students on the basis of course completion rates, course grades, change in writing apprehension, and writing fluency. Results indicated that: (1) course grade and course completion differences were minimal; (2) attitude toward writing was affected very positively among the LD group and not nearly so much among the non-LD group; and (3) fluency was improved among the LD group but did not rise to levels achieved by the non-LD group. The report concludes that the microcomputer offers some promise as an accommodation of the difficulties of some learning disabled student writers and brings the task of writing into the realm of the possible for a population facing severe disadvantages and frequent failure. (Fifteen charts and graphs are included; 17 references and a list of 15 publications arising from the project are attached.) (RS)