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This study compares the system of presenting ail spelling words at the beginning of the week and testing at the end of the week with a system of presenting a portion of the words each day and daily testing. Academic performance of 13 fourth-grade students in a combination fourth- and fifth-grade classroom was measured by recording scores on weekly spelling tests. The results reveal a significant increase in spelling performance on the weekly tests when students receive a portion of their spelling words each day. Questionnaires given to the students and parents indicate that they felt a positive change in both effort and academic achievement when the students were distributed and tested daily on a portion of the words.