Intended for administrators and policymakers as well as teachers, this digest examines invented spelling, describes the developmental stages of learning how to spell, and considers implications for classroom instruction. After defining invented spelling, the digest describes the precommunicative, semiphonetic, phonetic, transitional, and correct stages of spelling development. It then explores ways teachers can nurture spelling development in the classroom, including combining an understanding of invented spelling with formal spelling instruction to develop more effective spelling programs. (HTH)