Content and performance-mode codes were used in a page-by-page examination of seven commonly used spelling series in a study of the content of elementary spelling instruction and the kinds of spelling practice provided by current spelling texts. The codes were processed by computer to permit analysis of what is taught. Results showed that most spelling programs shared a common content base; however, the programs varied in specific content, in sequencing of content, and in approaches to content. The amount, type, and relevance of practice also varied considerably among and within programs. (Author/FL)