Three kindergarten children and one first-grade student used computer programs to spell words in isolation and in stories they wrote. Eventually, all of the children, even those who were initially non-readers, were able to write some stories in standard spelling. As the children made progress toward writing words in conventional spelling, they showed evidence of developing phonological spelling strategies similar to those that have previously been reported for children using paper and pencil. At the same time, however, children also showed evidence of developing visual spelling strategies in more detail than has previously been reported. In particular, evidence was found of visual spelling strategies occurring before the transitional stage in which they had previously been seen. Evident patterns of spelling development were more consistent with multidirectional than with unidirectional views of written language development. Findings suggested that computer programs are a viable option for teachers who wish to develop the visual spelling strategies of young children. Children's visual classifications are discussed in detail, focusing on visual categories, analogical wholes, analogical parts, standard spelling of a significant segment, letter reversals, visual and semiphonetic categories in the same phase, visual and phonetic categories in the same phase, and sequences with visual categories. (Author/RH)