Ehri's developmental model of word recognition outlines early reading development that spans from the use of logos to advanced knowledge of oral and written language to read words. Henderson's developmental spelling theory presents stages of word knowledge that progress in a similar manner to Ehri's phases. The purpose of this research study was to further examine Ehri's model. First, it examined whether developmental spelling--a literacy skill that shares a common knowledge base with word recognition--can accurately predict reading membership of first-grade students in Ehri's four word recognition phases. Second, it explored the relationship between word recognition phase membership and the number of words accurately and automatically identified on an isolated word reading task. Logistic regression analysis revealed that developmental spelling reasonably predicts the placement of first-grade participants into one of four distinct word recognition phases based on oral reading development. Results also suggest that developmental spelling is adequately sensitive in classifying students into Ehri's latter two phases, but not Ehri's first two phases. ANOVA revealed statistically significant differences in the mean number the words first graders recognized on an isolated word reading task depending on their oral reading development. These findings provide evidence towards validating developmental spelling as a conservative predictor of reading development and substantiate Ehri's developmental model of word recognition. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]