This study seeks to determine the extent to which research into spelli
ng is currently being applied in writing and spelling programmes in sc
hools. A survey was administered to 110 teachers in the Auckland area.
For each of the eleven multiple-choice questions in the survey, one r
esponse reflected the research most closely, and was thus deemed to be
the most ''appropriate'' response. There were no differences accordin
g to years since training, time in teaching, qualifications, special e
ducation training, or type of school. Teachers in junior classes showe
d a significantly higher rate of ''appropriate'' response rate; and te
achers trained in Reading Recovery showed a significantly higher ''app
ropriate'' response rate than did teachers with no training in Reading
Recovery. Overall, information about research into spelling productio
n and development is either not reaching most classroom teachers or is
not articulated in teachers' views about practice in many class progr
ammes.