Dan, the way I see it, the discussions on this topic are 
going poorly because everyone is talking about different
things....  Every kid is going to misspell words as s/he
is learning; this is certainly invented spelling, and it
went on with "traditional" spelling lists, etc.  The idea
was that, over time, the kid would correct the errors as
words became more familiar.  The child also learned some
attack skills, rules, basic phonics, etc.  Most people
trained in this way became reasonable spellers, but it is
also true that the student population today is not what it
was 30-50 years ago.  Some of the difference in performance
these days is indicative of the population change as well
as other changing factors which influence performance in
other educational areas - In other words, one cannot "pin
the blame" for spelling deficiencies SOLELY on any method
changes.
It is ALSO true, that there has been a marked fall in a
number of educational areas over a very short time period,
and one is forced to consider whether a changing population
accounts for all this change, or is instead indicative of
a system going in the wrong direction.
Now... The approximated spelling "problem" which many here
refer to is NOT a natural development; it is the result of
a concerted effort, not to improve spelling, but to promote
early writing.  The question, to me, is WHY are we pushing
for early writing?  Are we seeing inmproved writing as a 
result?  Are we seeing greater literacy, reading levels,
etc?  If we're not, then why are we pushing early writing
in the first place?  I ask this because I genuinely don't
know the answer.  By forcing the issue, we are increasing
the frequency and duration of improper spelling, and this
doesn't even take into account the misapplication of the
ideas wherein correction doesn't happen and spelling lists
are simply dispensed with totally.  I haven't yet seen any
sign that this early writing results in IMPROVED spelling,
writing, etc.  Many of us HAVE seen indications, however, 
that spelling is deteriorating, and the disasterous, and
rapid, drop on scores in California is difficult to dismiss 
as being unrelated to the implimentation of programs
related to early writing and inventive spelling.
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