Focusing on the sequence of cognitive processes of spellers of varying ability, a study evaluated the effectiveness a teaching package that adapts Robert Dilt's spelling strategy to the college classroom. Subjects, 25 students from an introductory level psychology class, were divided into three groups, each of which participated in two one-hour sessions involving spelling pretests and posttests. One experimental group was trained in a generative spelling strategy using visual imagery, another was taught standard spelling rules, and the control group received no training. Analysis of results indicated that the spelling of both experimental groups improved considerably more than that of the control group, but that the generalization of training to new spelling lists was only effective with the group trained in the use of visual imagery. (The usefulness of parallel visual and phonetic spelling strategies is discussed, and the spelling package is used as an example to discuss several general theoretical principles in designing methods to teach cognitive strategies. A figure illustrating the test results and three pages of references are included.) (JD)