Dysorthography and dictation

For a child with dysorthography, dictation is often the most dreaded exercise. A page covered in red corrections, a dismal mark despite hours of revision: enough to discourage them for good. The good news is that dictation can be adapted. Here are the options available in class and ways to prepare for it at home. The aim: for dictation to become a learning tool again, rather than a test.

Why dictation is so difficult

Dictation requires doing many things at once: listening, holding the sentence in memory, recalling the spelling of each word, applying the rules, forming the letters. For a child with dysorthography, this is a real overload. Each step demands attention, and the slightest hesitation makes them lose the thread.

In dictation, they have no choice of words. They cannot sidestep a difficult word as they would in a composition. And the pace of the class does not leave them time to think through every agreement. They must also follow the teacher’s voice, without being able to go back. Time pressure and fear of the mark add further difficulty and increase the number of errors.

The result: even a child who has revised well may make many mistakes. This is not a lack of effort; it is the direct consequence of their disorder. It is important that teachers and parents understand this, to avoid unfair reproaches.

Gap-fill dictation

Gap-fill dictation is the most common adjustment. The child receives the text already written, with blanks to complete only for the words or rules being worked on. It reduces the amount of writing while keeping a genuine spelling exercise.

It allows the exercise to be kept while concentrating on what matters most. The child does not exhaust themselves copying the whole text and can devote their energy to the points being assessed. The mark obtained better reflects what they have learnt. It may be offered only for certain dictations, or systematically depending on needs.

This format can be included in the PAP. It is also very practical at home for revising a lesson. You can easily prepare it from the text of the dictation. See gap-fill dictation.

Prepared dictation and shortened dictation

Prepared dictation means giving the text in advance so that it can be worked on at home. The child knows what they will be assessed on and can practise in a targeted way. This preparation also reduces stress on the day of the dictation.

Shortened dictation simply reduces the length of the text. Your child writes less, but has more time to think and to proofread. It is a simple adjustment to put in place, and it makes a real difference. The teacher can also provide in advance the list of words and rules that will be assessed.

These two adjustments can be combined with gap-fill dictation. The teacher chooses what suits best according to age and needs. The important thing is to keep a demanding standard while making it accessible. See prepared dictation.

Search for Dys professionals near you

The only online directory dedicated to professionals working with Dys disorders

A fairer marking system

With conventional marking, where one point is deducted per error, a child with dysorthography often scores zero. This reflects neither their progress nor their knowledge. Other ways of marking exist. The child then feels judged on their difficulties rather than on their efforts.

One can count the correct words rather than the errors, mark only the points from the lesson, or give two separate marks, one for common spelling and one for grammar. These methods make real progress visible, even when many errors remain. A mark that improves, even slowly, is a far more effective motivator than a string of zeros.

What matters is that the mark measures genuine progress. These adjustments can be written into the PAP. Talk to the teacher to find the formula best suited to your child. See dysorthography and marking.

Preparing a dictation at home

Start by reading the text together and identifying the difficult words. Highlight the tricky letters in colour, and make links with known words from the same family. These associations help words stick more durably.

Work in small chunks, spread over several days: a few words on Monday, a rule on Tuesday, a sentence on Wednesday. The brain retains better in small, regular doses. Spaced revision is far more effective than one long session the night before. You can also record the text so that they can practise alone, at their own pace, pausing whenever they wish.

Have them write only the words or passages being worked on, not the whole text each time. Always finish on a success, so that they stay motivated. More advice in learning a list of dictation words.

Learning to proofread

Proofreading is a key step, but it is difficult for a child with dysorthography. Rereading the whole text in one go is not much use: they do not see their errors. As their working memory is already saturated, they do not spot mistakes in a single reading.

A targeted proofread, in several passes, is better: once for plurals, once for verbs, once for the words learnt. A small proofreading checklist can help. It can be stuck into their exercise book or slipped into their pencil case. By repeating these steps, proofreading becomes more natural and more effective.

The speech and language therapist often works on these strategies in sessions. Ask them which ones to use, so that your child finds the same reference points at home and at school. The same tools used everywhere strengthen automatic habits.

Keeping spirits up in the face of results

Even with adjustments, dictation will probably remain a difficult exercise. Prepare your child for the fact that results may not be perfect, and value effort and progress. Remind them that dictation does not measure their intelligence.

Compare their dictations with each other, rather than with those of classmates. Fewer errors on the words worked on is a real success, even if the mark remains low. Note progress together in a small notebook, so that it can be seen over time. Progress in dictation is often slow: that is normal, and it does not mean that the effort is pointless.

If dictation becomes a source of anxiety, talk to the teacher. An additional adjustment is often possible. Your child’s wellbeing comes before the mark. See dysorthography and self-esteem.

Exchange with parents of dys children

A space for exchange, listening and support dedicated to parents of children with DYS disorders

Questions that keep coming up

Can a child with dysorthography be exempted from dictation? ?

A full exemption is rare. The preference is to adapt: gap-fill, shortened or prepared dictation, with an adjusted marking system. These adjustments are provided for in the PAP. They allow the exercise to be kept without setting the child up to fail.

How to mark a dictation for a child with dysorthography ?

One can count the correct words, mark only the points from the lesson, or separate common spelling from grammar. The aim is to measure the child’s genuine progress. These arrangements can be written into their PAP.

And the dictation in the brevet? ?

Adjustments are possible for the French exam of the brevet, provided that you apply within the deadlines. Find out at the start of Year 9 (3e). The collège can tell you the deadlines and the documents to provide.