To better understand how spelling is taught, six commercial spelling series were reviewed in terms of linguistics orientation, conception of spelling, and treatment of spelling for instruction. In addition, the spelling content of each series through fourth grade was described. Comparisons were made among the series in terms of specific aspects considered important to successful spelling instruction. While there is a common content in all series, they differ considerably in their treatment of this content and in the additional material presented, resulting in a range from very good to poor in their apparent effectiveness in providing a basis for learning the sound-to-spelling correspondences of English. (Author)