Two hundred and twenty-five fourth, fifth, and sixth graders who represented a relatively wide range of abilities and socioeconomic backgrounds were the subjects of this study designed to investigate the relationships between language-pattern encoding (spelling) and reading proficiency. The two primary null hypotheses were (1) that knowledge of language pattern encoding has no effect upon total reading achievement in the intermediate grades and (2) that a knowledge of language-pattern encoding has no effect upon the attainment or utilization of any specific reading skill at this same level. An informal spelling inventory was used to find each pupil's encoding level, and the California Reading Test, Grades 4 through 6, Level 2, Form P, was used to measure the pupils' total reading achievement. The two null hypotheses were rejected. This study implied that sufficient attention is not being given to instruction in the encoding procedure and to assisting pupils in realizing how ability to encode and decode may be used to complement each other. Tables and references are included. (Author/NH)