This dissertation examines teaching and learning issues surrounding orthography in a community college setting. Spelling materials were designed in English and given to college-level English-as-a-Second-Language (ESL) students, with the goal of giving learners a means to integrate the experiences of speaking and writing English. Following an introduction to the study, section 2 of the dissertation contains a review of literature, focusing on linguistics foundations and pedagogical perspectives. Section 3, Methodology, covers learning materials and strategies developed for the study, a formative evaluation of participants (n=7), and data collection. Section 4, Instructional Content, explains lesson plans used in the research and supplemental class activities. Section 5 contains an analysis of student responses, with group and individual portraits and discussions on vocabulary, lesson design, and phonological issues. Section 6 presents major findings and pedagogical implications. The study reveals that students who have difficulty with English spelling respond positively to rule-based instruction aimed at increasing their understanding of the orthographic system. Findings also indicate that students with weak spelling skills also have limited phonological and lexical competence. Results highlight the need to address spelling in ESL classes. Appended are procedures for initial interview and interview questionnaires, lessons and lesson plans, and supplementary materials. (Contains 77 references.) (AS)