This investigation is the second phase of ongoing field-testing of a metacognitive strategy for teaching written expression. The instructional activities of a video-assisted strategic intervention for developing written expression skills known as Write, P.L.E.A.S.E are described. The instructional activities were field-tested during the 1989 summer school session for at-risk students using treatment and comparison groups. An analysis of covariance revealed significant gains in the written expression skills of students in the treatment group over time. Results also suggested that the strategic intervention was significantly more effective than the traditional, grammar-based language arts instruction delivered in the comparison group.
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