The creation and validation of a Spanish version of an English developmental spelling test (DST) is described. An introductory section reviews related literature on the rationale for and construction of DSTs, spelling development in the early grades, and Spanish-English bilingual education. Differences between the English and Spanish test versions are then outlined, and the scoring system is explained. The research methodology and results are then described. Subjects were 80 students in kindergarten and first and second grade, all native Spanish-speaking limited-English-speakers enrolled in a transitional bilingual education program in which literacy is taught first in the native language. Thirty of the kindergarten subjects participated in a follow-up study a year later. The DST was administered in conjunction with measures of letter knowledge, concept of word, word reading, and reading comprehension. Results show DST scores to be strongly related to the reading measures and quite similar to results found with English DSTs. The Spanish DST was found to be easy to administer and high in internal consistency and interrater reliability. Uses for a DST in planning instruction, placement and grouping decisions, and measuring growth are discussed. Test results are appended. (Contains 28 references.) (MSE)