Thirty-six third grade students, identified as the poorest spellers in their grade in three schools in Saskatoon (Canada), were selected to participate in a study of computer assisted spelling programs. Two groups used computer assisted spelling programs, one emphasizing meaningful words, the other nonmeaningful words; while a third group used a computer assisted arithmetic program. Findings indicated that compelling children to observe the detail of a sequence appeared to be a useful remedial spelling technique whether the sequence was a meaningful or a nonmeaningful letter sequence or the sequence of a number equation, since all three groups gained an average of 5.6 months over a five-week period. Additionally there was no interaction between treatment and visual sequencing ability. In comparing the pattern of errors made in pretest and posttest situations, no significant difference was found between the three treatment groups. An additional finding was that children who were frustrated with failure in the classroom responded positively to the challenge of computer assisted programs presented on teletype terminals. (MKM)