Forty-five phonic generalizations were applied to 5,431 words selected from six spelling programs. Also examined was the grade level at which each generalization was introduced; and the applicability of phonic generalizations to the spelling vocabulary was compared to the applicability of the generalizations to reading vocabularies as determined by previous research. Major findings were (1) the applicability of the generalizations ranged from zero to 100%; (2) the majority of the generalizations were introduced in grade 2; (3) generalizations on syllabic division and accentuation were inconsistently introduced and maintained; (4) the individual percentages of applicability of the generalizations to spelling vocabulary and to reading vocabularies were similar. The following conclusions and recommendations were made: (1) Phonics instruction in reading and spelling should be coordinated; (2) phonic generalizations about single consonants, consonant elements, and pronunciation of vowels in accented syllables are defensible in spelling programs; (3) generalizations regarding accentuation and syllabic division are less defensible; (4) the generalizations, as a whole, are only moderately useful to spelling. (Author/LH)