Because spelling skills are most often assessed in the classroom through the traditional dictation task, it makes sense for a standardized measure to assess spelling in a similar manner. This involves an examiner saying a word, using the target word in a sentence, and repeating the word. The student then writes the target word. Most teachers would agree that this is their preferred method of spelling assessment. The fourth edition of the Test of Written Spelling (TWS-4) provides a norm-referenced version of this type of measure. The test authors indicate that the TWS-4 has three specific purposes: (a) to identify students with spelling deficits so significant that direct instruction is warranted to improve spelling; (b) to document improved spelling skills related to interventions; and (c) to provide a research measure to assess spelling achievement in individuals with different types of learning disabilities. This article provides a review of TWS-4. The authors found that TWS-4 appears to be useful for the specific purposes its authors advocate, including identification of spelling difficulties, documentation of improved spelling ability as a result of intervention, and measurement of spelling achievement in individuals with different types of learning disabilities.