A study investigated spelling error patterns in native Spanish-speaking students of English as a Second Language to determine the degree to which errors can be attributed to phonological patterns. Specifically, it examined (1) which spellings can be attributed to differences in voicedness of consonants, and (2) whether the voicedness can be used to identify a progression of spelling strategies that characterize Spanish-influenced English spelling. Subjects were 47 second- and third-grade children in a transitional bilingual education program just beginning to receive English instruction. Spelling proficiency in English and Spanish was pre-tested with 18-word developmental spelling tests, then weekly spelling samples were collected over 20 weeks. Five new words incorporating key spelling features were included with regular spelling words each week. Patterns of individual phonemes and corresponding spelling were analyzed. Results indicate that whatever conceptual knowledge children had of the spelling system in their native language was applied to English. The need to attend to voicedness in English spelling, not an issue in Spanish, remained problematic for students. A sequence of four spelling strategies was identified and implications for classroom spelling instruction are drawn. Analysis results are appended.(Contains 12 references.) (MSE)