SPELLING ABILITY IS IMPORTANT EVEN THOUGH SPELLING MAY BE A MINOR SUBJECT IN THE CURRICULUM. THE CHIEF PROBLEMS INVOLVED IN DESIGNING THE SPELLING CURRICULUM ARE DETERMINATION OF OBJECTIVES, SELECTION OF CONTENT, AND ORGANIZATION AND ARRANGEMENT OF CONTENT BY GRADES. SPELLING INSTRUCTION SHOULD CONSUME NOT MORE THAN 75 MINUTES PER WEEK AND SHOULD BE COORDINATED NOT ONLY WITH READING AND COMPOSITION, BUT ALSO WITH SPEECH, HANDWRITING, AND ALL OTHER LANGUAGE ACTIVITIES. RESEARCH HAS SUCCESSFULLY IDENTIFIED THE MOST EFFECTIVE STEPS IN LEARNING TO SPELL AND MANY OF THE UNDERLYING REASONS FOR DIFFICULTY WITH SPELLING. IT IS KNOWN, FOR INSTANCE, THAT WORDS STUDIED IN LISTS ARE LEARNED MORE QUICKLY, REMEMBERED LONGER, AND TRANSFERRED MORE READILY TO NEW CONTEXTS. HOWEVER, THERE IS NO CONCLUSIVE EVIDENCE CONCERNING THE CONTRIBUTION OF PHONICS TO SPELLING. PRIMARILY, THE EVALUATION OF PROGRESS IN SPELLING SHOULD GUIDE AND IMPROVE LEARNING. A SPELLING TEST CORRECTED BY THE STUDENTS WHO UTILIZE ITS RESULTS IS ONE OF THE MOST FRUITFUL SINGLE LEARNING ACTIVITIES. (THIS BOOKLET IS AVAILABLE FROM THE NATIONAL EDUCATION ASSN., 1201 SIXTEENTH ST., N.W., WASHINGTON, D.C. 20036 FOR $0.25--10 PERCENT DISCOUNT FOR 2-9 COPIES, 20 PERCENT FOR 10 OR MORE.) (RD)