A study investigated the concept of visual memory and its relationship to the spelling process by examining the attempts of a group of Australian elementary school children to spell a selection of words containing silent consonants. Subjects, 360 second, third, and fourth grade students divided into three spelling ability groups, were given 20 words with silent consonants chosen from "The American Heritage Word Frequency Book" as a spelling task. The results indicated a statistically significant correlation between word frequency and correctness in spelling for each age group. Analysis of incorrect attempts indicated student knowledge of acceptable orthographic patterns and, in some cases, knowledge of the word's visual structure. Incorrect attempts contained initial silent consonants more often than medial or final silent consonants. The data supported the notion of developing a visual strategy for dealing with English orthography, acquired through experience with both written and oral language, and involving a knowledge of acceptable orthographic patterns. (Copies of the spelling tests used in the study are appended, with analyses.) (HTH)