Authors:
Catherine N. Siguan

Addresses:
Department of Graduate School, Eastern Samar State University, Guiuan Campus, Eastern Samar, Philippines.

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) analyse 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, contextualised learning, and multisensory approaches. The importance of collaboration with parents and school administrators was also emphasised. 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.

Keywords: Teaching Challenges; Elementary Educators; Spelling Difficulties; Elementary Learners; Language Learning; Spelling Difficulties; Literacy Activities; Real-World Communication.

Received on: 17/06/2024, Revised on: 26/08/2024, Accepted on: 20/09/2024, Published on: 05/03/2025

DOI: 10.69888/FTSTL.2025.000386

FMDB Transactions on Sustainable Techno Learning, 2025 Vol. 3 No. 1, Pages: 16-25

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