How to tell if my child has dysorthographia

You have been asking yourself this question for some time, and you would like a clear answer. Is your child simply struggling with spelling, or do they have dysorthographia? To find out, there is only one reliable route, but it involves several steps. Here is the complete process, from your first observations through to diagnosis, so you can move forward calmly and without losing time. Each step matters, and none should be skipped.

Step 1: observe what is happening

It all starts with your observations. For a few weeks, look closely at your child’s exercise books, dictations and written compositions. Note the errors that keep recurring, with precise examples. A small notebook is enough, and it will be very useful later on. Also note any progress, however small, so that you have a fair picture.

Also observe how your child works: how long they take to write, whether they proofread, whether they retain words they have learnt, and how they react when faced with writing. These elements matter just as much as the number of mistakes. A child who is exhausted or anxious about writing sends an important signal. Their feelings about writing are a valuable indicator.

Do not try to draw conclusions at this stage. The aim is simply to gather concrete evidence, so that you can discuss it precisely with professionals. These observations will serve you throughout the process. See the screening questionnaire.

Step 2: compare with what is expected

Mistakes should be compared with what is expected for your child’s age and school year. In Year 1 (CP), writing phonetically is normal. By Year 4 (CM1), it is far less so. The same error does not carry the same meaning depending on the year group. Expectations change considerably from one year to the next.

Also compare your child with themselves over time. Are they progressing, even slowly? Do the words that have been worked on eventually stick? A difficulty that recedes with practice is rarely a disorder. A difficulty that persists despite practice is more concerning.

Finally, look at the gap between writing and your child’s other abilities. A child who is comfortable orally, in reasoning or in reading, but who struggles considerably with writing, presents a profile that should raise questions. This contrast is often the most telling sign. See when to be concerned.

Step 3: talk to the teacher

The teacher sees your child writing every day, in the middle of a whole class. They are best placed to tell you whether your child’s difficulties are out of the ordinary. Ask for a meeting, and bring your observations. Prepare your questions in advance so that you do not forget anything.

Ask precise questions: does your child make noticeably more mistakes than the others? Do their difficulties affect all subjects? Are they progressing at the same pace as the class? Have they noticed a gap between speaking and writing? Their answers will help you know whether your concerns are well founded.

The teacher can also put initial adjustments in place in the classroom, without waiting for a diagnosis. They may also refer you to the school doctor. These early adjustments often help the child considerably. See talking to the teacher.

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Step 4: see the doctor

The second step is the medical appointment, with your GP or your paediatrician. They will begin by checking that there is no other cause for the difficulties, such as a problem with vision, hearing or attention. This step helps avoid false leads.

They will ask you about your child’s development, their spoken language, their schooling and any family history. Bring your notes and a few exercise books: they will help them understand the situation. This information helps them guide the diagnosis.

If they consider it useful, they will write a prescription for a speech and language therapy assessment. This is what gives access to the diagnosis and to reimbursement. Keep a copy of the prescription for your procedures. See the role of the GP.

Step 5: the speech and language therapy assessment

The speech and language therapy assessment is the only way to know for certain whether your child has dysorthographia. The speech and language therapist (orthophoniste) administers standardised tests, which compare your child’s results with those of children of the same age. This assessment is the only step that allows a definitive conclusion.

The assessment looks at spelling of words, grammar, reading, awareness of sounds and memory. It generally lasts between one and two hours, sometimes over two sessions. Each task provides precise information about the child’s profile.

The waiting times for an appointment are often long. Contact several speech and language therapists as soon as you have the prescription, and put your name on their waiting lists. Do not delay registering, even if the appointment seems far off. See the speech and language therapy assessment.

Step 6: understanding the results

After the assessment, the speech and language therapist writes a detailed report. It presents the results of each task, an analysis of the errors and a conclusion. If dysorthographia is confirmed, they specify its form and severity. This document is the key to everything that follows.

Do not hesitate to request an appointment so that they can explain the results to you. The terminology can be technical, and it is important to understand your child’s profile properly. Understanding your child’s profile well will help you support them.

The report also indicates whether remedial therapy is needed, and at what frequency. It will serve as the basis for all future procedures. Keep it safe and make copies. See understanding the report.

If it is not dysorthographia

The assessment may conclude that there is no disorder. Your child may simply need more time, practice or better methods. This is not time wasted: you will be reassured, and the speech and language therapist will give you ideas for helping them. This result is also good news.

The assessment may also reveal another condition, such as dysgraphia or an attention disorder, which explains the mistakes. Other assessments may then be suggested. These assessments help build a complete picture.

In every case, you will know how to move forward. And if difficulties persist regardless, a new assessment can be carried out later on. The process is never wasted: it sheds light on the situation. See dysorthographia or a simple weakness in spelling.

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Questions that keep coming up

Can you tell on your own whether your child has dysorthographia ?

No. Your observations are valuable, but only a speech and language therapy assessment allows a diagnosis to be made. It compares your child’s results with standards and rules out other possible causes. They nevertheless remain valuable to professionals.

How long does it take to get a diagnosis ?

It depends mainly on waiting times with the speech and language therapist, which can range from a few weeks to several months depending on the region. The assessment itself lasts a few hours, and the report then arrives within a few days or weeks. Contact several speech and language therapists to shorten the wait.

Do you need to see a doctor for an assessment ?

Yes, for the assessment to be reimbursed, a medical prescription is required. The GP, the paediatrician or the school doctor can write it. Without a prescription, the assessment is not reimbursed.