The Impact of Metalinguistic Awareness on the Spelling Skills of Grade 7 Students

Abstract

This study aimed to explore the impact of metalinguistic awareness on the spelling skills of Grade 7 students at Crossing Bayabas National High School, Philippines. Guided by the Metalinguistic Awareness Theory (Tunmer & Herriman, 1984), the research examined phonological, orthographic, and morphological awareness as factors influencing spelling accuracy, rule application, and error correction. The researchers employed a quantitative descriptive-correlational design and the study revealed significant correlations between metalinguistic awareness and spelling proficiency, with students demonstrating strong phonological and morphological skills but moderate orthographic awareness. Findings underscored the need for targeted interventions in orthographic instruction to address gaps and enhance literacy outcomes. Practical recommendations include teacher training, curriculum enhancements, and parental support to foster comprehensive spelling skills.