Spelling learning is a fundamental component of the development of written communicative competence in primary education; however, numerous studies report persistent spelling difficulties among students, largely associated with the predominant use of traditional and poorly motivating teaching methodologies. The objective of this study was to evaluate the influence of didactic activities on spelling learning among fifth-grade primary education students from a public educational institution in Medellín, Colombia. The study was conducted using a mixed-methods approach, with a pre-experimental one-group pretest–posttest design, within the framework of action research. The sample consisted of 25 students. Data collection instruments included an initial diagnostic test, a final test, an open-ended questionnaire, a student perception survey, and an observation checklist. Quantitative data we...