Effectiveness of the Horn Method on Spelling Accuracy and Vocabulary Development Among Grade 3 Learners: A Quasi-Experimental Study

Strengthening foundational literacy skills remains a persistent challenge in primary education, particularly in improving spelling accuracy and vocabulary development among early-grade learners. This study investigated the effectiveness of the Horn Method as a literacy intervention for Grade 3 pupils at Talavera Elementary School during the School Year 2025–2026. Using a quasi-experimental pretest–posttest control-group design, the study involved 120 pupils, divided into experimental and control groups. The experimental group received instruction using the Horn Method, while the control group was taught using traditional spelling and vocabulary strategies. An adapted 25-item Spelling and Vocabulary Test was administered before and after the intervention to measure learners’ progress. Results revealed that pupils exposed to the Horn Method demonstrated significantly higher posttest scores in spelling accuracy and vocabulary development compared with those in the control group (p < .05), with a large effect size, indicating a substantial impact of the intervention. Learners in the experimental group improved from the Developing level to Approaching Proficiency, while the control group showed only minimal gains. Correlation analysis further revealed a strong positive relationship between spelling accuracy and vocabulary development (r > .60, p < .01), suggesting that improvements in spelling skills are closely associated with vocabulary growth. These findings indicate that the Horn Method is an effective instructional strategy for enhancing literacy outcomes among 21st-century learners. The study highlights the potential of structured phonological instruction combined with interactive learning approaches to support early literacy development. Integrating the Horn Method with digital learning tools and gamified spelling activities may further strengthen its effectiveness and alignment with literacy initiatives in primary education.