In this study, the efficacy of three alternative techniques for remediating spelling deficits in moderately mentally retarded children was evaluated. Two experiments are reported. In Experiment 1 the differential effects of overcorrection and imitation training were compared against a no-training control condition in an alternating treatments design. While both remediation procedures were superior to the no-training control condition, imitation training produced the best results with four moderately mentally retarded subjects. In Experiment 2, the efficacy of imitation training was compared to interspersal training and a no-training control condition in an alternating treatments design. Both remediation procedures markedly increased spelling performance when compared to the no-training control condition. The imitation training procedure was superior to interspersal training with two subjects and as effective as interspersal training with the third. These results were discussed in light of the literature on remediating spelling deficits, in particular, those studies involving mentally retarded individuals.