A study examined whether a multisensory approach to spelling instruction would have an impact on spelling achievement. It was hypothesized that there would be no significant difference in the spelling performance os students using a multisensory approach and those using a conventional approach. Subjects were 20 heterogeneously grouped third-grade students (10 boys and 10 girls) in a middle-class suburban school district. The students were placed randomly into 2 different samples and given a pretest of 60 high frequency writing words, with the list broken down into 4 lists of 15 words, given each week in the form of a spelling contract. Students in the experimental sample were taught using a multisensory approach (VAKT), while a more conventional test/study/test approach was used with the second group. Visual and auditory activities were used. After instruction, posttests were given and results were analyzed using t-tests of mean differences. Pre- and post- writing samples were taken to evaluate the students' spelling in their daily writing. Results indicated that there was an 11% difference in mean scores of posttests. Findings suggested that the study's hypothesis was supported and no significant difference between the two samples was found. More significant differences may have occurred if this study were conducted over a longer period of time. (Related literature, pre/post test scores, and a word list are appended. Contains 29 references.) (Author/CR)