This study tested the relationship of four independent variables to spelling achievement and the effect on these relationships when the format for measuring spelling achievement was varied, using multiple-choice, oral, and written formats. The subjects were 133 selected high school seniors. The data were treated by a stepwise multiple regression program. Appropriate "t" and "F" tests were used to establish significance levels. A relationship for both phonetic skill and rote memory to spelling achievement was established; but the relationship of verbal achievement to spelling achievement remained in doubt, and no significant correlations were obtained between visual memory and spelling. The intercorrelations between phonetic skill and rote memory and between rote memory and visual memory were significant at the .01 level. Spelling seemed to be associated with short-term memory and long-term incidental memory, but not with long-term intentional memory. (Author/LK)