This study attempted to discover the relative contribution to spelling achievement (the dependent variable) of each of the following independent variables: intelligence, visual memory, auditory memory, structural analysis, phonetic analysis, reading comprehension, and vocabulary. Participating in the study were 190 students from six seventh-grade classes in two parochial schools. A variety of instruments was used to measure each of the variables. Findings showed that all correlation coefficients between the independent variables and spelling were significant at the .01 level; that all correlation coefficients among the independent variables were significant at the .01 level; that the multiple correlation coefficient between the seven independent variables and spelling accounted for by the independent variables was 58.5% of the total variance in spelling; and that the important independent variables in the regression equation on spelling were reading comprehension, phonetic analysis, vocabulary, and visual memory, in that order. (Author/JM)