RM>Only if the words are isolated... If the words are actually 
RM>USED, then spelling is retained.  It's like most other 
RM>things; use it or lose it!  
DT>I've had several discussions with other teachers at my school about 
DT>spelling.  Trying to get some other early grade perspectives.  I spoke 
DT>to a second-grade teacher today and although she doesn't have a weekly 
DT>test, she stressed the importance of what you have said here:  The words 
DT>must be used for the spelling knowledge to be reinforced.  You make an 
DT>important point here.  It brings us to the question then that if using 
DT>the words in the context of writing helps to retain the spelling for 
DT>students, is testing every week really necessary?
Testing is for the purpose of verifying knowledge gain; if
students demonstrate a knowledge gain in their writing, then
some OTHER evaluation is unnecessary...
DT>Couldn't the teacher also monitor student progress and difficulties 
DT>(regarding spelling generally) within the writing of the students?
Yes, but.... You're now evaluating TWO things; a student's
spelling AND their writing.  Just as with a scientific
experiment, you should be narrowing the variables tested to
ONE!  What if the student has difficulty getting his writing
started?  What if he writes so little that you can't get a
read on his spelling?  What if, in his writing, he simply 
avoids all difficult spelling words?  In these cases, you
would need another means of evaluation.
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