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, looking for why words are spelled as they are, finding orthographical regularities, and discovering their own mistakes. Students' problem words become the subject of error analysis, and exercises call for using them in different forms and contexts. The most effective skill-building techniques are also inductive. The following techniques can be used to turn weak spellers into strong ones: (1) urge students to identify and make a list of their problem words, analyze the list looking for patterns of misspellings, and then write their own "rules" which would help them avert the problem next time; (2) give the students learning strategies that activate the senses; (3) urge them to use mnemonic devices; (4) present the words in groups; (5) encourage them to use phonetics to help guide their spelling; (6) use latent learning; (7) teach them to use the rules of spelling; and (8) finally, use modern technology such as a spellchecking typewriter. The strength of this approach is that students acquire techniques they can use long after a course has ended to become more confident and effective spellers. (RAE)