This study examined the effects of varying intensity of the Direct Instruction program, Spelling Mastery, over a four-week summer remedial program for elementary students. Students received either two lessons a day (for a total of 36 lessons) or one lesson a day (18 lessons). No significant differences between groups were found on standardized measures or curriculum-based measures following intervention; however, all students demonstrated statistically significant growth in spelling skills, as measured by curriculum-based probes. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).