Describes an informal spelling assessment that teachers can use to understand students' level of orthographic knowledge at the beginning of the school year. Reports that the results of this informal testing allow teachers to group students for word study and directed literacy instruction. (MG)

Describes the nature of the developmental spelling continuum. Considers the common instructional concerns of word selection, yearly and weekly routines, and organizing to meet the needs of poor spellers against the developmental backdrop. (MG)