AbstractUse of the spelling program WILT with a class of mixed‐ability third‐year secondary‐level pupils as part of an evaluation study of programs for language development is reported. The behaviour and language activities characteristic of pupils using WILT are described and 14 categories of language activity identified. The results of an analysis of the language activities of four groups are presented, and the types of learning that are encouraged by WILT are identified. Differences between the pupils' and the class teacher's evaluations of WILT are examined, and the educational value of the program ass