Dysorthographie.fr a media powered by
the no.1 media on Dys disorders
Dysorthographie.fr a media powered by
the no.1 media on Dys disorders
To write correctly in French, one has to keep in mind the exact image of thousands of words. In many children with dysorthographia, it is this visual memory for words that is lacking. Understanding how it works helps in choosing the right methods to help them remember spelling. You will also find practical methods to help them memorise.
When a child learns to read, they start by decoding words sound by sound. Then, through repeatedly meeting the same words, they keep a precise mental image of them: this is what is called the orthographic lexicon. The more a child reads, the more this stock grows, often without them even realising it.
This stock of words then allows them to read without decoding, and above all to write correctly words that are not spelt as they are pronounced, such as « femme », « monsieur » or « oignon ». This stock of words is the key to secure spelling.
This process happens largely without conscious effort, simply by reading. In most children, a few encounters with a word are enough for it to settle in durably. It is this process that is fragile in some children with dysorthographia.
In some children with dysorthographia, the image of words forms poorly or fades quickly. They need many more encounters with a word to remember it, and the memory remains hazy. This phenomenon is often very frustrating, for the child as well as for their parents.
They often know that a word « has something odd about it », but cannot remember what. They hesitate between several possible spellings and choose at random. A word spelt correctly one day may be wrong the next. This constant hesitation greatly slows down writing.
This difficulty is at the heart of lexical dysorthographia. It may be linked to difficulties with visual attention or to less fluent reading, which limits the number of words encountered. An assessment helps to specify the exact nature of the difficulty.
Poor visual memory for words has nothing to do with eyesight. The child sees the letters perfectly well. It is the processing of what they see, and the storing in memory, that is the problem. This is a common confusion among parents, who first think of an eye problem.
It is nonetheless important to have eyesight checked, to rule out a simple cause such as the need for glasses. An orthoptic assessment may also be suggested in case of difficulty following lines or visual fatigue. These examinations help to rule out simple causes before going further.
Be wary, however, of miracle solutions that promise to correct dysorthographia with coloured glasses or eye exercises: their effectiveness has not been demonstrated. These expenses sometimes delay the setting up of effective support.
The only online directory dedicated to professionals working with Dys disorders
The typical signs are persistent phonetic spelling (« fame », « oto », « bocou »), omission of silent letters and great instability: the same word written in several ways. These signs are often visible from CE1 or CE2.
The child often manages words that can be written by following sounds better than irregular words. Word lists learnt for dictation do not last over time. This gap between the two types of word is very telling for the speech and language therapist.
During the speech and language assessment, specific tests measure visual memory and the writing of irregular words. These tests are compared with those of children of the same age. See the tests used in assessment.
The idea is to multiply the ways of memorising a word. Look, spell, write in the air, colour the tricky letter, then write from memory: each step strengthens the image of the word. These steps take a little more time than simple copying, but they are much more effective.
Associating a drawing with the difficult part of the word creates a strong visual cue. For example, drawing two people in the two « m » of « femme ». These personal images are often retained durably. See illustrated spelling.
Giving meaning also helps: explaining why « grand » takes a « d » thanks to « grande », or linking « temps » to « temporaire ». A word that is understood is retained better than a word learnt by heart. Meaning gives a reason for the letters that seem useless.
Memory works better in small, repeated doses than in large sessions. Reviewing a word three times during the week, for a few minutes each time, is far more effective than writing it ten times the night before. This principle of spaced repetition is one of the most solid in memory research.
Regularly revisit the words learnt, even when they seem mastered. In a child with dysorthographia, forgetting is rapid, and these reminders are essential. A short review game once a week is often enough.
Limit the number of new words each week. Five or six words well practised are better than twenty skimmed over. Fewer words, but better learnt, is the key. See learning a dictation word list.
Alongside this, tools make it possible not to rely entirely on memory. A personal word bank of difficult words, sorted alphabetically, is a good start. Your child can add to it themselves, which gives them a sense of achievement.
From the end of primary school, the spell checker is particularly effective for this profile, as phonetic errors are well recognised. They can also use word prediction, which suggests the right word from the first few letters.
These tools do not replace the work of memorisation, but they allow the child to write with confidence while waiting. They make it possible to produce texts that match their ideas. See the spell checker.
A space for exchange, listening and support dedicated to parents of children with DYS disorders
Yes, with suitable methods and regularity. Multisensory techniques, the meaning of words and spaced repetition bring real progress, even if memory remains more fragile than in other children. Patience and regularity are essential.
Rarely, in a child with dysorthographia. Repeated copying becomes mechanical and attention wanders. It is better to observe the word, identify the difficulty, then write it from memory a few times. The key is for the child to be active in their memorising.
Their effectiveness has not been scientifically demonstrated. Have your eyesight checked by a professional, but do not rely on these solutions to replace remedial work. Prefer speech and language therapy whose effectiveness is recognised.
Advice, favourites and DYS news every week.
Subscribe here.
Dysorthographie.fr
The No. 1 media on DYS disorders
