An exploratory study tracked the year-long development of second graders' use of the decoding by analogy strategy to generate spellings. Subjects, 20 second graders form one intact classroom in a middle-class neighborhood school in the intermountain west, were taught decoding by analogy through direct instruction and by incorporating the strategy into purposeful reading and writing activities throughout the day. Data on students' progress was collected throughout the school year. Initial evidence indicated that students who receive long-term instruction in decoding by analogy used the strategy to generate spellings during writing. Evidence documented in field notes indicated that students also used the strategy collaboratively while writing. Findings suggest that analogy instruction seemed to help students develop an independent strategy for generating spellings. (Contains 16 references and 9 figures reproducing students' writing samples.) (RS)