Spelling practices, processes, and implications can be analyzed in terms of three conceptual models: the bottom up, the top down, and the interactive compensatory model. Spelling instruction from post-colonial America into the 20th century reveals a preoccupation with the bottom up philosophy, which emphasized rules, word lists, and rote memorization. By the l950s linguists contended that the majority of words used in writing are regular and consistent in their spelling patterns. Based on the significance of invented spelling, spelling began to be evaluated in developmental stages--prereading, phonetic, orthographic, morphemic and syntactic--which suggest the top down view. This view represents the psychological shift of control to the child (internal) and away from external controls (print, and authority of parent and teacher). The interactive compensatory approach combines both bottom up and top down views and--with its belief in the simultaneous use of phonological information and higher level processing skills--is best represented by the work of Uta Frith and A. F. Jorm. In their observations of the writing practices of preschoolers, C. Read and C. Chomsky concluded that parental acceptance of children's invented spelling is very important as an initial stage in the developmental process of learning to read and write. In school, wide reading and creative writing experiences are the best preparation for improving spelling skills. Spelling is an integral part of the literacy process and should be taught as such in conjunction with real writing and reading lessons. (EL)