This study compared the effects of the Direct Instruction program, Spelling Mastery, and traditional spelling instruction on spelling achievement of special education elementary students receiving services for a learning disability. Unit tests, a standardized spelling test, a sentence-writing test, a transfer test, and a maintenance test were administered to all students. Results indicate that students in the Spelling Mastery group significantly outperformed comparison students on words of high predictability (regular, morphological, and spelling-rule words). (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).