This case study explored verbal reflections of a competent fifth-grade speller as he performed word sorts, spelling lists, and creative writing activities. The student was asked to “think aloud” as he completed the three literacy activities, which represented three levels of applying orthographic knowledge. Videotapes, transcriptions, field notes, written work, and teacher interviews suggested eight categories of responses. The responses revealed two conclusions: (a) the accuracy or inaccuracy of the participant's statements were related to his level of spelling development, and (b) each literacy task appeared to have a predominant category of responses. These findings support previous research regarding the developmental acquisition of spelling knowledge and instruction at appropriate developmental levels.
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