The purpose of the study was to examine the effectiveness of three remedial techniques to improve the spelling ability of students with learning disability. The three techniques, namely, TAK/v, visual orthographic method and listen, speak, read and write (LSRW) method were administered to three experimental groups, each having 13 students with learning disability. The students in the three groups differed in the kind of errors they made in spelling. TAK/v, group, visual orthographic group and LSRW group comprised of dyseidetic spellers, dysphonetic spellers and spellers with mixed errors respectively. The students in the sample had at least average intelligence, manifested specified traits of learning disability, had significant deficits in spelling skills and had no sensorial problems. The results indicated that all the three remedial techniques were significantly effective in ameliorating spelling deficits among students.