Noting research suggesting that something more than rote memorization is involved in the process of spelling, this paper describes effective instructional strategies to help students improve their spelling abilities. Following an introduction on the memorization/cognition camps in spelling research, the paper discusses current, but less effective, classroom practices, such as studying lists of "demon" words, writing words several times, using inappropriate word lists, studying homonyms, and sentence dictation. The paper then examines research based practices, including invented spelling, and discusses four goals that focus on the purposes of learning strategies to improve spelling. Next, the paper presents eight effective instructional strategies: (1) using self-corrected tests and a study strategy, (2) using word lists, (3) relating spelling instruction to writing activities, (4) keeping formal spelling lessons to optimum length, (5) using typewriters and the "Imagetics" machine, (6) using games for spelling instruction, (7) using computers for spelling improvement, and (8) using standardized test formats. The paper concludes by noting that effective strategies for elementary schools students also work at the secondary level and provides a summary of major implications of spelling research. An annotated bibliography of works on the study and teaching of spelling is included. (HTH)