The relationship between reading ability (word recognition) and developmental spelling stages was studied with 11 children (9 boys, 2 girls) with reading disabilities in grades 3, 4, and 5. Word recognition ability was determined by administering the Classroom Reading Inventory. Graded word lists were then used as a measure of word recognition and were compared to spelling development, by assessing students' developmental spelling stage (prephonetic, semiphonetic, phonetic, transitional, and standard spelling ability). A strong positive relationship between word recognition and spelling scores was found. It was concluded that spelling instruction in the classroom can affect reading ability, and students should be given instruction and strategies in spelling that will help to increase their reading achievement. Specific strategies for use inside and outside the classroom are considered, including word bank development, placeholder spelling, generation of possible spellings, spelling explorers circle, making words of increasing size out of a set of letters, and variations on "Wheel of Fortune." (Contains 15 references.) (SW)