Objective: The aims of this research were analyzing and comparison of the effectiveness of the intervention methods of written expression on students in elementary schools with learning disorder. Method: Two Englert’s Power and Sexton’s Tree methods were utilized. In this experimental study, the participants were randomly chosen and assigned by several stages to 8 groups that each group was included 5 individuals. Each of educational methods was presented for 35 sessions. For gathering of data 2 questionnaires were used. The participants were assessed for 3 times. Pre and post education and 3 weeks later of the education period (follow-up). Results: Analysis showed that the Power and Tree methods were both effective on improving of writing statement for elementary school students with learning disorder. Conclusion: Accordingly, these two methods could be suggested to treat the related difficulties.