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Dysorthographie.fr a media powered by
the no.1 media on Dys disorders
Dysorthographia cannot be discussed before a child learns to write. However, certain signs in nursery school can point to future difficulties with writing. Spotting them early makes it possible to act before Year 1 (CP), when the brain is at its most receptive. Here is what to look out for, without alarm. The aim: act early, at the right time.
Dysorthographia is a disorder of spelling. It therefore cannot be diagnosed until a child has learnt to write, generally not before Year 2 (CE1) or Year 3 (CE2). In nursery school, we do not speak of dysorthographia. Writing errors in nursery school are part of discovering the written word.
However, we can spot vulnerabilities that increase the risk of difficulties with writing later on. We then speak of children at risk, or of early warning signs. These signs are indicators, not a diagnosis.
These signs are not a certainty. Many children who show them later learn to read and write without any particular difficulty. They simply warrant greater attention. They make it possible to act early, when it is most effective.
The most important sign in nursery school concerns phonological awareness, that is, the ability to play with the sounds of words. A child who is struggling finds it hard to think of words that rhyme, to clap out the syllables of a word or to say which sound a word starts with. Yet these games come naturally to most children of this age.
They may also have difficulty distinguishing sounds that are close to the ear, such as « pain » and « bain ». This is not a hearing problem, but a difficulty in processing speech sounds. These difficulties can go unnoticed if no attention is paid to them.
These skills are essential for learning to read and write, because writing precisely transcribes sounds. Their fragility is one of the best indicators of future difficulties. This is why it is worth working on them from nursery school. See phonological awareness.
A delay in spoken language can also be a warning sign. A child who talks late, who pronounces certain sounds poorly, who uses very simple sentences for their age or who struggles to find their words deserves attention. These difficulties are often noticed by the teacher.
Spoken and written language disorders are often linked. A child who has had difficulties with speech has a higher risk of having them with writing. Early support for spoken language often improves the entry into writing.
These difficulties should be reported to the doctor from Petite or Moyenne Section, as they may require full speech and language therapy, even before writing is taught. Early intervention is often very effective.
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Some children at risk find it hard to remember nursery rhymes, songs or the days of the week. This may reveal a fragility of short-term memory, which plays a role in learning to write. These memory difficulties can also hinder other learning.
Others struggle to recognise the letters of their first name, or to learn the names of letters in Grande Section, when their classmates manage it. Still others lose interest entirely in books and activities around writing. These signs are not necessarily worrying if they occur on their own.
Finally, a family history of dys disorders increases the risk. If a parent, brother or sister is affected, be especially attentive. This family history is valuable information for the doctor. See dysorthographia: is it hereditary.
In France, a health check is scheduled at school, notably around age 6, in Grande Section. It is carried out by the doctor or nurse of the Éducation nationale (the national education service) and includes screening for language disorders. This check is free and takes place at school.
Specific screening tools are used, with short tasks on language, sounds and memory. They make it possible to identify children who need a more in-depth opinion. These tools have been designed and tested by specialists.
If this check reveals vulnerabilities, you will be informed and referred to your GP. This check is a valuable opportunity to spot difficulties early. See the role of the school doctor.
If you notice several of these signs, speak to the teacher and your doctor. A speech and language therapy assessment can be prescribed from nursery school if difficulties with spoken language or sounds are significant. The teacher can also offer targeted activities in class.
Early support for phonological awareness and spoken language gives very good results. It can reduce, or even avoid, difficulties when learning to read and write. These children then arrive at CP (Year 1) in better conditions.
Do not wait until CE2 (Year 3) if you have concerns: the plasticity of the brain is at its peak in young children. Acting early often prevents difficulties from taking hold. See who to consult.
At home, simple games help all children prepare to enter the world of writing. Nursery rhymes, rhyming games and sound riddles develop phonological awareness. These games are beneficial for all children, with or without difficulties.
Clapping out the syllables of first names, looking for words that start with the same sound, playing « the word that loses its head »: a few minutes a day is enough, without pressure. These moments should remain games, not exercises.
Reading stories to your child, showing them words, encouraging them to recognise the letters of their first name: anything that builds a positive link with writing is beneficial. Pleasure is the best way into writing. See how to help a child with dysorthographia.
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No, dysorthographia can only be diagnosed after a child has learnt to write, generally from Year 2 (CE1) or Year 3 (CE2). In nursery school, we only spot vulnerabilities that increase the risk. These signs warrant vigilance, not worry.
Not necessarily, but it does increase the risk of difficulties with writing. It should be reported to the doctor and may require speech and language therapy from nursery school. The earlier it is addressed, the better.
Rhyming, syllable and sound games are the most useful. Reading stories and playing with the letters of a first name also builds a positive link with writing. A few minutes a day is enough.
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