Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 26 no. 10 (2024)

Letter Blocks Intervention: A Holistic Approach in Addressing Spelling Difficulties in Elementary School

Wyeth Alagenio | Abegail Shane Abes | Mary Ann Gultiano | Mary Rose Sanchez | Deveyvon L Espinosa | Jonelson C. Escandallo | Conie Cerna | Kristy Jane R Muegna | Regine Generalao

Discipline: Education

 

Abstract:

The purpose of this study was to identify effective strategies and intervention tailored to address the spelling difficulties faced by particular group of learners. This study is quantitative research utilizing correlational research design to determine the relationship exist between spelling difficulties among the learners and the letter blocks intervention to the development of the learners (Grade4); to assess their progress in spelling difficulties (based on their scores on the Pre-test assessment. Moreover, with an overall mean score of 71.80 that demonstrate the effectiveness of the intervention in enhancing learners’ spelling sills; interactive and engaging methods, such as using letter tiles and other manipulatives object, significantly enhance students' spelling abilities by providing concrete experiences that support phonemic awareness and orthographic knowledge. This hands-on approach allows students to physically manipulate letters and sounds, reinforcing their learning through multi-sensory engagement. Educators might consider devoting additional attention to improve spelling difficulties among the learners through various interventions especially learners in primary level. The pre-test results revealed that the students' spelling abilities were below the expected level, indicating low proficiency. However, the post-test scores showed a marked improvement, with the students' scores rising after the letter blocks intervention was introduced. This suggests that the letter blocks intervention effectively enhances spelling abilities among Grade 4 learners.



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