To determine the effectiveness in spelling instruction of using only the auditory sensory mode as compared to using both the visual and auditory modes when children check their own tests, students in grades 4 and 6 completed three experimental lessons and three control lessons. For the experimental lessons, an overlay was prepared which enabled the child to see each word spelled correctly while listening to the teacher read the correct spelling. The control lessons had no printed overlay. Spelling ability was measured by a series of post-tests administered 6 weeks after completion of the lessons. Analyses performed on the experimental scores and the control scores recorded for the participating students, divided by grade and sex, showed that using both the visual and auditory senses was the superior method for (1) both boys and girls; (2) both fourth and sixth grade children; (3) children in both participating schools in Mason City, Iowa; and (4) children of all ability levels. (Author/JM)