The study aimed at presenting a proposed program to improve the spelling of students with learning disabilities in the elementary stage. The study sample consisted of (8) students with LDs in the fifth grade of primary school. The study used the semi-experimental approach, and for the purposes of the study, a test was applied to the sample. The results showed that the errors represented by (addition) are the most common spelling errors among the students of the study sample, then deletion, then replacement. There were no statistically significant differences at the level of (0.05) between the mean scores of the students of the control and experimental groups in the premeasurement of the spelling difficulties. There were statistically significant differences at the level of (0.05) between the mean scores ranks of the experimental group students in the pre and post measurements of the spelling difficulties observation card for students with learning difficulties (total) and the dimensions (add - delete - replace), and the differences came in favor of the post application. There was a statistically significant difference between the mean scores of the experimental group in the pre and post application of the performance test of spelling skills, and this indicates the effectiveness of the proposed program to improve spelling among students with learning difficulties