Spelling has been identified as a key transcription skill that emerges during the elementary years as students learn how to write and subsequently develop fluency with writing (McCutchen, 1996), making the assessment of spelling a critical component of evaluation systems within schools. This includes the use of curriculum-based measures of writing (CBM-W). This study examined the extent to which word dictation CBM-W administered during the Fall, Winter, and Spring of an academic year maintained technical adequacy across 1-minute time intervals in grades 1-3. Results revealed moderate predictive and concurrent validity estimates with the Spelling subtest of the Weschler Individual Achievement Test--III. Statistically significant differences existed between and within grade levels across each minute of administration and across Fall, Winter, and Spring time points for all scoring procedures. [This paper was published in "Psychology in the Schools" (EJ1211073).]