A LINGUISTIC MODEL DEVELOPMENT FOR DESCRIBING SPELLING-TO-SOUND CORRESPONDENCES WAS UNDERTAKEN AND A NUMBER OF SPELLING-TO-SOUND PATTERNS ANALYZED, CONTINUING AN EARLIER STUDY PERFORMED UNDER PROJECT NO. S-039 (ED 003 445). RESEARCH EMPHASIZED VOWEL SPELLINGS AND THE INFLUENCE OF VARIOUS CONSONANTS UPON THE PRONUNCIATIONS OF THESE SPELLINGS. IT WAS BASED ON THESE HYPOTHESES--(1) THAT ENGLISH SPELLING RELATES NOT ONLY TO PHONOLOGY, BUT ALSO TO MORPHOLOGY AND SYNTAX AND (2) THAT, WHEN VIEWED WITH THIS UNDERSTANDING, A MUCH HIGHER DEGREE OF REGULARITY EMERGES THAN WHEN UNDERSTANDING IS CONFINED TO A SIMPLE LETTER-TO-SOUND RELATIONSHIP. RAW DATA WERE ACCUMULATED THROUGH USE OF A DIGITAL COMPUTER. SUCH BASIC SETS OF CORRESPONDENCES AS--(1) SPELLING-TO-MORPHOPHONEME, (2) MORPHOPHONEME-TO-MORPHOPHONEME, AND (3) MORPHOPHONEME-TO-PHONEME WERE ESTABLISHED. IT WAS CONCLUDED THAT THE MAJOR EMPHASIS IN TEACHING THE RELATIONSHIP BETWEEN SPELLING AND SOUND SHOULD CENTER ON SPELLING-TO-MORPHOPHONEME PATTERNS. ADDITIONAL STUDY WAS RECOMMENDED, HOWEVER, BEFORE ADAPTING THE MATERIAL PRESENTED TO THE TEACHING OF READING. (JM)