There was no significant difference between strategies in immediate student spelling test performance, but meaning promulgation did significantly enhance student vocabulary/spelling performances in long-term memory recall. When inmate students studied for a spelling test, there was no significant difference between the three strategies. However, when inmate-students were asked to recall words from their long-term memory, the promulgation of word meaning in strategy three enhanced vocabularly and spelling proficiencies. The study findings call for a revision of the myth of repetitive word writing for vocabulary and spelling development. Recommended study strategies always should include meaning incorporation in some form. 2 tables and 12 references