This report describes a program for advancing student writing skills through the use of systematic and creative phonics instruction. The targeted population consisted of first and fourth grade students in a middle class suburban community located in the suburbs of Chicago. The problems of poor phonics skills and writing abilities were documented through data, which revealed a lack of knowledge and application of phonics strategies as demonstrated through the students' writing. Analysis of probable cause data revealed that students show a lack of skills related to phonics and writing. Various professionals have also ascertained the existence of this problem through the documentation of their research and records. A review of the solution strategies suggested by other professionals in the field of elementary language arts resulted in a wide variety of intervention strategies that will be applied to the targeted population. Interventions included strategic and creative phonics instruction and support of the students' writing through writer's workshops, modeling of the writing process and allowing adequate time for the children to engage in meaningful writing experiences. Post intervention data indicated an increase in student use of phonics skills, an improvement in the targeted spelling skills, and improved student writing abilities at all grade levels. Appended materials include: (1) First Grade Writing Survey; (2) Developmental Spelling Test; (3) Ninety Commonly Misspelled Words for Upper-grade Word Walls; (4) Writing Survey; (5) Written Language Inventory--Emergent and Early Writer (Creative Teaching Press, Inc., 1993); and (6) Written Language Inventory--Fluent Writer (Creative Teaching Press, Inc., 1993). (Contains 35 references, 4 tables, and 4 figures.) (Author/RS)