Objective: The purpose of this study was to compare the effectiveness of process training and task-process training methods on spelling ability in elementary students with learning disabilities. Method: 30 students identified by the teachers and the dictation pre-test were selected and assigned to three groups: process, task-process and control groups. The two experimental groups received 10 sessions of individual training. The instruments used for selecting the sample were Diagnostic Dictation Test, Cattle Intelligence Test, Visual Sequential Memory Test and Auditory Memory Test, Auditory Sequential and Auditory Attention. results : The Finding of analysis of covariance showed that the differences between the three groups were significant (p < 0.01), that is, the task-process had the highest mean and the process group had the next highest mean of dictation scores (p<0/01). Conclusion:  This study concluded that task-process training is an effective method in improving dictation performance for elementary students with learning disabilities.