A study evaluated the effectiveness of the "Word Master in Spelling" program. In it, students study core words on the Ves Thomas "Canadian Spelling Program." Every 6 weeks, they are given a written review test and a proofreading test based on the five units they have completed. In 1981-82, subjects were 160 children in grades K through 7 at a small city school in Canada. The Canadian Test of Basic Skills (CTBS) and the Wide Range Achievement Test were used to guage the results of the program. Because of highly mobile students and high initial scores, the sample population was inadequate for research purposes. Given this problem, the three findings, (1) that students in the program did no better on proofreading tests and worse on written tests than other students; (2) that boys and girls did not differ in achievement; and (3) that higher achievers did more poorly than students outside the program while low achievers did improve, cannot be considered conclusive. Further research on younger and poorer spellers is still needed, as is an analysis of the gaps evident between performance on written spelling and proofreading tests. (The appendix, which makes up the bulk of the document, includes copies of the tests used, tables of results, the proofreading program, and a bibliography.) (JL)