Seven panel members from universities presented their research and thinking on what makes for a quality spelling curriculum. The panel members took turns presenting their views on the spelling curriculum to an audience of approximately 500 parents and other interested persons. Panel member 1 placed major emphasis upon the teacher being able to measure what each pupil has learned in spelling. Panel member 2 emphasized the importance of using research methodology to determine which words pupils should learn to spell. Panel member 3 advocated that spelling words for pupil learning come from the pupil's misspelled words in functional writing. Panel member 4 believed that pupils should be guided in spelling words correctly as needed in functional writing. Panel member 5 advocated using spelling textbooks to help pupils achieve as much as possible in learning to spell words correctly. Panel member 6 stressed the importance of cooperative learning in assisting optimal learner achievement in spelling. Panel member 7 placed major emphasis upon experts setting high standards for all pupils to achieve in spelling. Audience members asked questions (and professors answered the questions) on topics such as: (1) overuse of textbooks; (2) collaborative learning; (3) learner input into the spelling curriculum; (4) validity of spelling research methodologies; and (5) gifted and talented pupils; and (6) low achieving pupils. (Contains 10 references.) (RS)