This study attempts to provide fellow-teachers with a comprehensive report of research findings in the area of spelling. There would appear to be more than enough evidence to buttress the conclusion that the spelling abilities of our pupils are not being developed as well as they might be. Given this, it is felt that simply to make available pertinent research findings (compiled necessarily from various sources) would be an essential first step toward remediation. -- The spelling process involves both sensory-motor and cognitive learning processes. From the beginning, thinking is required as the pupil determines which written letters represent speech sounds. Through repetitive experiences in organizing, coding, and storing information, certain sound pattern-spelling pattern relationships are expected to become automatic. Eventually, spelling becomes virtually a reflexive sensory-motor act. -- In this study, spelling is viewed as a complex language art. This is not to suggest that spelling develops independently as a final stage in language development but instead is an interdependent skill which reinforces the other language arts. Teachers must recognize the multi-faceted nature of the language arts and must plan integrated spelling-writing experiences. -- The crucial question is not whether a particular approach is useful but how the various instructional means can be utilized most effectively in the classroom. Spelling is an individual matter, and it is only through exposure to the various spelling methods that each child can acquire effective word study methods
