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The present study is oriented towards the relationship between orthographic competence and comprehension of school texts in third grade students of telesecundaria. A qualitative approach with a case study method was used in the development of the research, employing interviews and observations as the main data collection techniques. The main objective was the analysis of the way in which spelling skills affect the comprehension of school texts in these students. Interviews with semi-structured questions were conducted with students during the research to understand their views and actions in relation to spelling and text comprehension. Non-participant observations were also conducted in the school context to observe how these skills were expressed in real learning situations.Initial results indicate that spelling competence and reading comprehension are closely related.