The purpose of this study was to examine Writing Ability of the Grade Two learners in Camarin D Elementary School focusing the teaching strategy to develop the writing skills of the said learners.

Handwriting is an essential skill young children must acquire; it is emphasized in pre- school through elementary grades. There was a significant relationship found in writing ability in terms of neatness, pressure, and the writing strokes. Through this study, teachers and educators will be able to formulate ideas needed to improve the writing ability of the grade two learners.

The profile of the respondents in terms of sex, signifies that most of the respondents were male. As to handedness, the result was both father and mother were mostly right-handed. When it comes to the highest educational attainment, it implies that both the father and mother had reached High school and only few had reached Elementary level. As to the parent's monthly income, mostly were below the basic government rates. This implies that only few can afford to have a tutorial services for their children concerning their writing abilities, for most families were set their priorities.

The Writing Ability of Grade Two Learners in terms of Legibility, it shows that "The pupil holds the pencil correctly and in a comfortable manner was the highest weighted mean, and "Writes with even spaces between words," the lowest weighted mean. The overall weighted mean description were resulted as developing. In terms of neatness, the overall described as developing. This implies that most of the pupil can hold the pencil correctly and in a comfortable manner but only few can writes even spaces between words.

In terms of speed, this writing ability shows that the description is developing. In this kind of ability implies that most of the pupils were just simply jot down the word on what is written on the board, they were copying always.

In terms of strokes, the description results were developing. This ability implies that the highest rank in terms of writing stroke, are those pupils who writes capital letter at the beginning of the sentence, and it shows correct.

The significant relationships of the learners writing ability when grouped according to profile, implies that only profile of gender has a significant relationship, the rest were not significant

The problems encountered mostly by the learners could hardly write legibly because they were not ready to face the responsibility in writing activity. Parents were busy, they could not follow-up the lesson of their children at home. The learners could not follow the proper margin. The learner makes erasure always. The researcher prepared a module exemplar about writing by observing legibility, neatness, pressure, speed and writing strokes.

Based on the summary, findings and conclusion, these recommendations are forwarded and given. Parents must spend time with their children focusing on teaching how to write legibly, should coordinate frequently with teacher. Teacher must have their own strategies that can help the progress of the learner's writing skills. Create a program that will institute strong parent-school partnership that can make parents more involve in the activities especially in writing skills. The school administration should give priorities on the needs and problems affecting writing ability of the concerned learners to government for further interventions. And most important is to have a writing module exemplar.