This study was designed to improve spelling performance of 17 mainstreamed elementary special education students by developing self-regulatory mechanisms and by training the regular classroom teacher and parents in ways to meet the handicapped student's learning needs. A variety of intervention techniques was employed including homework strategies, motivational techniques, parental encouragement, and peer tutoring. Findings indicated improved spelling performance which was further improved by monitoring cognitive strategies. Two ancillary findings indicated that same-age tutoring was most effective with primary children and that well structured activities were most effective in improving spelling performance. Students lost skills over summer recess but quickly regained proficiency following remedial instruction. Data also suggested that learning disabled students' cognitive ability influenced spelling and metacognitive gains. Appended are a sample error chart, sample spelling activities, the response cost coupon and menu, learning strategy cartoons, the parent telephone interview, and pre- and post-tests used. Includes 58 references. (DB)