Focusing on spelling as an integral part of the writing process, this annotated bibliography addresses the problem of developing individualized, focused, and relevant methods for teaching spelling to elementary students. The annotations are organized around two specific questions: What strategies do children use to spell words and what instructional approaches do these tactics suggest? and, What are the teaching strategies and characteristics of an effective spelling program? Among the findings summarized with regard to the first question is the observation that children use both phonemic principles and visual memory of whole words to judge the correctness of their spelling. The studies reviewed also indicated that teachers use error pattern analysis to diagnose individual patterns and create instructional approaches based on phoneme-grapheme correspondence and sequential development. Among the findings summarized with regard to the second question are that much of the content of elementary instruction is unjustly based on commercial spelling textbooks, and that spelling instruction programs should be expanded by teaching skills in problem solving, self-correction, spelling patterns, proofreading, and dictionary usage. A glossary of relevant terms is included. (Thirty-seven citations are provided in the concluding bibliography.) (JD)