A single case design was used to investigate the impact of two types of instruction on middle school students' spelling. Phase 1 emphasized morphology awareness instruction (MAI) and phase 2 employed the addition of prosody awareness instruction (PAI). In order to compare the effects of MAI and PAI, spelling scores were gathered from eight students over a 12-week period. The children attended two 30-minute sessions each week. Two of the participants were high performing students, three were typical learners, and three students were experiencing pronounced difficulties in all areas of literacy. The scores of seven out of eight participants indicated a positive response to both phases with the majority of high scores falling in the prosody phase. The effect size (ES) of the overall improvement across the eight students was measured using Tau-U. The ES for the morphology condition compared to baseline was 0.793, p < 0.001. The ES for prosody compared to morphology was 0.810, p < 0.001. Instruction in prosody awareness seems to hold promise as one avenue for rapidly building spelling consciousness in students with diverse learning profiles. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]