Age-related differences in the strategies (analogic vs. phonic) children use to spell new words were examined. Thirty-eight third-graders and 36 sixth-graders re-spelled nonsense syllables (pseudowords) in as many ways as possible. Analogic vs. phonic strategies were determined through children's reports. Half were then instructed on how to use an analogic strategy on this re-spelling task. The children then re-spelled a second set of pseudowords. Plausibility (accuracy) of re-spellings was also examined. Both age groups increased analogic strategy use after training (p =.016). No developmental difference was found in use of the analogic strategy. The older children generated more plausible spellings than the younger ones (p $<$.001), and children who had received training generated more than those who had not (p =.0003). Although most of the plausible spellings were produced via phonic strategies, children who received analogy training used the analogic strategy on more of their plausible spellings than did controls (p =.001). Findings suggest that children can and do use analogy effectively in spelling new words
