Improving spelling performance of college students is a question of insuring that the correct information is in long-term memory and readily retrievable. Any system of spelling instruction should recognize the capacity limits of the sensory register and short-term memory; provide for identification of and concentration on the distinctive features of words to be learned, and specifically on areas of special interest to the speller; provide for adequate rehearsal; emphasize imagery, concreteness, and meaning; include an instructional set to "image"; and provide for adequate cues for efficient retrieval. This can be accomplished through the use of workbooks combined with slides and tapes to form a training and rehearsal system or a simpler program called "The Word Bank System" which uses a series of short dictations designed to help students identify words they misspell and the error areas within those words. A management system insures that the students go through the number of iterations required to produce mastery, and tapes permit integration of self-instructional spelling texts into the system. The instructional design should include a workable management system which will provide efficient operational control and measurement of criterion performance. (HOD)