This study investigates the similarities and differences that exist between different types of teaching material for spelling in grades 1–3, in book form and digital form. The study focuses on how the teaching material designs tasks and how it corresponds to theories of spelling. The method is comparative analysis of the four analysed teaching aids. In performing this comparison the study proceeds from a theory of the mental lexicon and theories of writing development. The result shows that when the pupils work in both forms of teaching material they get practice in their phonological, semantic, syntactic and orthographical awareness. The analysis reveals a difference between the design of tasks in the book Stava 3 and the digital application Qnoddarnas värld. Through the app and the book the pupils can practise their phonological awareness in different ways. The app speaks the sounds and the words, whereas in the book the pupils themselves make the sounds. The book contains text and pictures, while the app has voices that speak and things that move. In the book there are more difficult tasks in the chapter, in Qnoddarnas värld one is automatically taken to the next level, and in the Stavningslek app the pupil can practise at the same level without being taken further. The study can make teachers aware of what the teaching materials offer, what the pupil is able to practise, and teachers can thus choose the right material for each pupil.