Instructors who accept responsibility for improving the spelling of their students, must, to be successful, turn that responsibility over to the students. Abjuring their position as rule givers, effective spelling teachers encourage students to pursue their study inductively by exploring the relationship of the spoken language to the written form,…

Five- and nine-year olds' (N=80) television viewing and program recall in response to learning instructions were examined. Instructions affected visual-emphasis program segments only; visual orientation and cued recall increased in younger children; and free recall and cued recall were enhanced in older children. (Author/BS)