The purpose of this study was to identify the effectiveness of targeted intervention to address the word spelling difficulties faced by Grade 1 learners at Sto. Tomas Central Elementary School SPED Center, Tibal-og, Sto. Tomas, Davao del Norte, Philippines. The study aimed to determine the student’s level of word spelling difficulties based on their scores on the pre-test and posttest assessment. Using a quantitative descriptive method with interviews, the study assessed the student’s progress in word spelling difficulties and their insights about the effectiveness of the targeted intervention. Thirty-eight Grade 1- Tisa students participated in pre-test and post-test assessment using PAT Spelling Skills assessment, and seven participated in in-depth interviews. A researcher-designed pre-test and post-test were used to measure students’ spelling proficiency before and after the intervention. Pre-test results indicated that the participants demonstrated below-grade-level proficiency in spelling. After the implementation of the S.C.O.R.E.S., students' post-test scores improved significantly. A paired sample t-test revealed a statistically significant difference between pre-test and post-test scores, t (27) = 21.1, p < .001, indicating a substantial gain in spelling skills. Moreover, the study demonstrates the effectiveness of the targeted intervention in enhancing learner’s word spelling difficulties; interactive and engaging methods, such as spelling bee, coordination with pictures, ordering sound, relay time traveler, engage with letter blocks and spell with sidewalk chalk. The pre-test results revealed that the students' spelling difficulties were below the expected level, indicating very low proficiency. However, the post-test scores showed a marked improvement, with the students' scores rising after implementing the intervention.