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Abstract
This study was designed to assess whether knowing the meaning of a word facilitates one’s ability to spell it. A total of 180 fourth, sixth, and eighth graders took four spelling tests and four multiple-choice vocabulary tests on a list of 100 words. Results of analysis showed that when the effects of word frequency, word length, and phoneme-grapheme regularity were partialed out, there was still a significant relationship between ability to spell words and understanding of their meanings. Implications for the teaching of spelling and vocabulary are discussed.