This study aimed to develop and field-test Filipino orthographic educational learning materials and determine their effectiveness in strengthening the language skills of Grade 2 learners. Grounded in a developmental research framework and employing a quasi-experimental design with a descriptive quantitative approach, the study evaluated the extent to which established standards, namely curriculum, competency, instructional design, and language standards, were observed in the developed materials. Validation was conducted using the quality assurance tool of the Bureau of Learning Resources, looking into the curriculum content, competencies, instructional design, and language, while effectiveness was measured through a researcher-developed validated 30-item pretest and posttest (KR-21 = 0.710). The participants consisted of 33 Grade 2 learners from Vito Elementary School, selected through cluster sampling. Expert evaluation revealed that the developed materials achieved “Very High” ratings across all standards: curriculum content (3.677), competency (3.91), instructional design (3.83), and language (3.733), indicating strong alignment with prescribed guidelines and high evaluator agreement. Pretest results revealed that learners performed at a high level overall, with strengths in reading fluency (very high) and spelling accuracy (high), but moderate performance in vocabulary and comprehension. Posttest results demonstrated notable improvements across all four domains, yielding a higher overall mean score. Statistical analysis revealed a significant difference between pretest and posttest scores (t = −16.807, p < .05), confirming the effectiveness of the developed materials. Furthermore, learners’ academic performance in Filipino improved from a mean grade of 81.56 to 86.46, reinforcing the positive impact of the intervention. The findings highlight that contextualized and well-structured orthographic materials that are socially relevant significantly enhance early literacy skills, particularly in vocabulary development and comprehension. Continuous use and refinement of such educational learning materials are recommended to sustain literacy gains and support long-term academic achievement for teachers and learners.