The purpose of the present study was to assess the effectiveness of the "cover write" method of teaching word-naming and spelling to two Turkish students with developmental disabilities. A multiple-probe design across three, 5-word sets was employed to assess the effectiveness of the intervention. The "cover write" method was modified to accommodate the learning needs of the students. Results of the study revealed that after instruction students named the words, and spelled them correctly. Furthermore, maintenance and setting generality of word acquisition were assessed one week after instruction ended in an art class where it was found that the students named and spelled the words independently.