Abstract

This qualitative study explored the spelling experiences of elementary learners and the strategies employed by teachers in the Salcedo District to address spelling difficulties. It aimed to (1) identify common spelling challenges encountered by pupils, (2) analyze teachers’ approaches in managing these difficulties, and (3) determine the impact of spelling issues on learners’ academic performance and experiences. Using a phenomenological design, data were gathered through semi-structured interviews with purposively selected teachers. Thematic analysis revealed that spelling difficulties among learners manifested in letter reversals, sequencing errors, and confusion with phonetically similar words, often linked to foundational orthographic and memory deficits. Teachers responded with various strategies, including phonological instruction, repetitive drills, contextualized learning, and multisensory approaches. The importance of collaboration with parents and school administrators was also emphasized. Spelling challenges were found to negatively affect academic achievement, self-confidence, and classroom participation, highlighting the need for holistic, context-responsive instructional practices. This study addresses a research gap in rural-based, experience-driven investigations and offers implications for policy, pedagogy, and future research aimed at improving literacy outcomes in similar educational settings.