The purpose of this study is to show that children go through writing stages while learning to write. Understanding these stages can help children become more effective writers in expressing feelings, memories, and concerns to gain recognition with themselves and others. A literature review examined stages of writing and long-term results from using invented spelling. It is clearly shown (Marietta Hurst et al., 1983) that most children do go through stages in their writing. Not all children go through stages at the same time and some children may even skip a stage, but children's writings nevertheless show what stage of writing they are in for that piece of writing. Also, the stages of writing are not always labeled the same from researcher to researcher but a correspondence between the stages they identify is nevertheless evident. Research also shows that invented spelling is important for children because it allows them to take risks and write without the fear of making mistakes. J. Barnhart and E. Sulzby (1986) show that children, no matter what their socioeconomic status, begin to make transitions over to conventional spelling "with little threat." Hipple's research (1985) shows that even when children regress, they still develop when it is appropriate for them to do so. D. Richgels (1995) found that good invented spellers were also good readers. Children, who write intending to convey a message, can read and reread their own invented spelling writings almost the same every time. (Contains 12 references.) (TB)