This study, conducted at Marcos P. Estoque Elementary School in Capungagan, Kapalong, Davao del Norte, investigated the effectiveness of the SPELL intervention in improving the spelling proficiency of 29 Grade 4-Silang learners. The intervention incorporated phonemic awareness, pattern recognition strategies, and gamified activities to enhance student learning. Using a quantitative one-group pretest-posttest design, the researchers evaluated students spelling performance before and after the implementation of the intervention. Data analysis was carried out through descriptive statistics and paired sample t-tests. Results shows that the average spelling scores increased from 40.69% before the intervention to 70.07% after the intervention. Moreover, the paired sample t-test revealed that this improvement was statistically significant, t(28) = 23.9, p < .001, with a large effect size (Cohens d = 4.44), indicating that the intervention had a substantial impact on students spelling performance. In addition, insights gathered from interviews with seven students revealed increased confidence, motivation, and the adoption of positive study habits, such as practicing spelling outside the classroom. Learners found techniques like syllable segmentation and pattern recognition to be effective and suggested enhancements, including the integration of technology and more learner-centered approaches. Overall, the study highlights the positive impact of the SPELL intervention on both the spelling proficiency and learning attitudes of students.