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
A prepared dictation is given in advance, so that the child can work on it before being assessed. It is a real opportunity for a child with dysorthographia, provided it is prepared using the right method. Here is how it works, and how to revise it effectively without spending hours on it. Well prepared, it becomes a genuine success.
In a prepared dictation, the teacher gives the text a few days before the dictation. The child can study it, spot the difficulties and practise writing it. This way, they have time to prepare it properly.
On the day of the dictation, the child already knows the text. They can concentrate on applying what they have practised, rather than discovering the difficulties at the same time as they write. This advance preparation makes all the difference.
This format is often used in primary school, and can be an accommodation provided for in a PAP for older pupils. Ask for it if needed. See dysorthographia and dictation.
For a child with dysorthographia, discovering a text and writing it at the same time is an overload. The prepared dictation allows them to anticipate, reduce stress and approach the dictation with more confidence. Stress decreases noticeably.
It also gives them time to work thoroughly on the words and rules in the text, which promotes genuine memorisation. The groundwork pays off.
Finally, it allows them to show their progress, which is very motivating. The progress is then visible. See dysorthographia and self-esteem.
Start by reading the text aloud with your child. Check that they understand the meaning of each sentence and each word. A text that is understood is easier to write. Understanding is already remembering.
Explain unfamiliar words and make links with words they already know. Meaning is the first gateway to memory. These links make memorisation easier.
This reading takes a few minutes, but it gives meaning to all the work that follows. This time is never wasted.
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Reread the text together, looking for the pitfalls: difficult words, silent letters, double consonants, agreements, homophones, verb endings. Highlight them in colour. This spotting guides all the work.
For each difficulty, look for an explanation: a word from the same family, a rule, a substitution trick. Your child remembers better what they understand. Explanation is worth more than repetition.
Limit yourselves to the main difficulties. There is no need to highlight everything: focus on what will actually be assessed. Less, but better. See learning with colours.
Do not have the whole text written in one go. Cut it into pieces, one or two sentences at a time, and work on them over several days. This gradual progression avoids overload.
For each piece, your child looks, covers the model, writes from memory, then checks. If there is a mistake, the difficulty is reviewed and they start again. Mistakes are part of learning.
A few minutes a day is enough. On the last day, a full dictation of the text makes it possible to check that everything is in place. Regularity is key. See learning a list of dictation words.
Reassure your child: they have worked well and know the text. Remind them to take their time and reread, especially on the points they have practised. Your confidence reassures them.
A targeted reread will help them spot their errors: once for agreements, once for difficult words. This method helps them find their mistakes.
Whatever the result, praise them for their efforts. It is these that count over time. Their efforts deserve to be recognised.
After the dictation, look at the correction together. Identify the remaining errors, and note the words or rules that are still causing problems. This correction is valuable.
These words can be added to a personal word bank, to be reviewed regularly. Without review, they risk fading quickly. This bank becomes a real tool.
Going back over earlier dictations a few weeks later helps to consolidate learning over the long term. Memory needs reminders. See learning spelling differently.
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It is a dictation whose text is given a few days in advance, so that the child can work on it before being assessed. It is a real asset for a child with dys.
Read and understand the text, spot the difficulties, then work on it in small chunks over several days, writing from memory. Each step matters.
A few minutes a day, over several days, is enough. Regular practice is more effective than one long session the night before. A few minutes a day is enough.
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