Intended for administrators and policymakers as well as teachers, this digest explores researchers' current understanding of English spelling and its acquisition as the basis for spelling instruction methods other than memorization. After defining spelling and the relationship between spoken English and its written system, the digest explores how spelling ability develops in children. It then discusses the implications of spelling acquisition for classroom instruction. The digest concludes with a list of suggested readings, in which in-depth discussion of points brought out in the digest can be found. (HTH)