A 10-week practicum intervention was designed to improve second graders' spelling skills. A target group of five students who had exhibited difficulty in staying on-task and were performing a half-year below grade level was selected. Practicum goals were that 60 percent of target children would: (1) score at least 80 percent on spelling tests in the 9th and 10th weeks; (2) recognize, at least 80 percent of the time, a misspelled word that had been taken from a spelling list and used in 10 sentences; and (3) demonstrate more positive attitudes toward spelling. The intervention consisted of the implementation of a spelling program that focused on the interweaving of traditional methods of teaching spelling, modality-based instruction, the use of computers, and a whole language approach. Students used spelling words in journals, creative stories, sentences, and poems. Computer activities designed to aid visual memory of spelling words and heighten student motivation were made available. Comparison of pre- and posttest evaluation data indicated that students' achievement in spelling and attitudes toward spelling improved. All practicum goals were attained and exceeded. It is concluded that the success of the program shows that spelling must have a meaningful and motivational purpose in students' daily work. Related materials, including the spelling attitude survey, are appended. (RH)