THE EFFECTS OF THREE SIZES-OF-STEP AND THE TYPE AND AMOUNT OF CUEING UPON ACHIEVEMENT IN SPELLING WERE COMPARED. NINETY-SIX FIFTH-GRADE PUBLIC SCHOOL STUDENTS WERE RANDOMLY ASSIGNED TO ONE OF SIX EXPERIMENTAL TREATMENTS. ALL SUBJECTS WERE MATCHED ON SEX BEFORE ASSIGNMENT. THE MEAN SCORES ON EACH OF THE WEEKLY TESTS WERE COMPARED BY AN ANALYSIS OF VARIANCE. IN NONE OF THE COMPARISONS WAS THE DIFFERENCE BETWEEN MEANS STATISTICALLY SIGNIFICANT. THE CONCLUSION WAS THAT ALL SIX METHODS WERE EQUALLY EFFECTIVE FOR TEACHING SPELLING. (LP)