THIS STUDY PROPOSED TO DETERMINE THE RELATIVE RESIDUAL EFFECTS OF A STRUCTURAL-PHONIC APPROACH AND A THEMATIC APPROACH UPON THE SPELLING SKILLS OF CHILDREN. OF THE STUDENTS IN THE STUDY POPULATION, 30 HAD RECEIVED SECOND-GRADE INSTRUCTION BY THE STRUCTURAL-PHONIC APPROACH AND 35 BY THE THEMATIC APPROACH. AT THE CONCLUSION OF THE SECOND-GRADE INSTRUCTION, THE MEAN SPELLING SCORE OF THE TOTAL POPULATION HAD INDICATED NO SIGNIFICANT DIFFERENCE BETWEEN THE TWO GROUPS, AND SUB-GROUP ANALYSIS HAD REVEALED NO SIGNIFICANT DIFFERENCE BETWEEN GROUPS IN THE 90-110 AND 111-140 I.Q. RANGES. THE INFORMAL TEST IN THE PRESENT STUDY, GIVEN IN OCTOBER OF THE FOLLOWING SCHOOL TERM, CONSISTED OF RANDOMLY-SELECTED WORDS WHICH APPEARED IN THE SECOND-GRADE TEXTBOOKS. RESULTS INDICATED THAT STUDENTS TAUGHT BY A STRUCTURAL-PHONIC APPROACH BENEFIT MORE FROM RESIDUAL EFFECTS THAN THOSE TAUGHT BY A THEMATIC APPROACH. LITTLE OR NO LOSS IN SPELLING ABILITY SEEMS TO OCCUR WHEN SPELLING IS TAUGHT BY A STRUCTURAL-PHONIC APPROACH, AND TRANSFER APPARENTLY OCCURS MORE READILY WHEN THIS APPROACH IS USED. THE SMALL POPULATION IN THIS STUDY PRECLUDES BROAD GENERALIZATIONS CONCERNING RESIDUAL EFFECTS OF THE TWO APPROACHES. (SEE TE 000 387 FOR AUTHOR'S BASIC STUDY.) (RD)