Determined were whether instruction in spelling of science words in eight-grade biological science had any significant effect upon scientific spelling, vocabulary, and reading comprehension; general spelling, vocabulary, and reading comprehension; science progress; and science achievement for classes of average and above average students. Also, the retained effects, one year after the end of the experimental period, were determined. It was found that differences were significant (.01 level) for (1) the above average groups on the Science Spelling, Science Vocabulary California, Spelling, and Science Achievement Tests, and (2) the average groups on the Science Spelling Test. One year from the end of the experimental period it was found that (1) significant differences (.01 level) still existed for the above average groups on Science Spelling, and Science Achievement Tests, and (2) that no significant differences persisted in the average groups for the variables being studied. (RS)