One recent book on the teaching of spelling echoes this notion. The authors of this book, Boyd and Talbert, insist that there is "overwhelming evidence of the close relationship between speech errors and spelling." This evidence, Boyd and Talbert say, "necessitates careful attention to pronunciation in the spelling program" (1: 26). Another book on spelling by Hanna, Hodges, and Hanna makes no such strong statement (2). These authors note, "The importance of audition and speech cannot be lightly dismissed when the spelling processes are considered" (2: 103). Hanna, Hodges, and Hanna do not make it clear whether "speech" here means speech errors. They contend that the pupil who is learning to spell "ought to have an idea of a rather precise spelling pronunciation by which he can match letters to sound accurately" (2: 131). These authors suggest that "in order to help pupils match letters and sounds, the teacher provide as clear an auditory model as possible" (2: 131).