This review examines the literature on strategies for improving the written expression of primary aged children with poor writing skills, from a sociocognitive perspective. The specific difficulties such children may experience are examined and research advocating a sociocognitive approach to help remediate their problems is described. Skill in writing depends partly on the author's ability to plan as well as manage the process of composition. Research is reviewed which describes some specific planning strategies such as the story web, the use of drama and drawings, and explicit instruction. Self‐regulation strategies are also described as a means of helping students internalise planning and reflective strategies. There is a clear consensus that teachers should also give specific instruction to children with poor writing skills.