Dysorthography and writing

For a child with dysorthography, writing is often a dreaded exercise. They have ideas, but putting them down on paper costs them enormous effort. The result: short, poor texts full of mistakes, which do not reflect their abilities. Here is a method to help them write more calmly, by separating the stages. A simple method to free up writing.

Why writing is so difficult

Writing requires doing many things at once: finding ideas, organising them, choosing words, building sentences, spelling each word, applying the rules. For a child with dysorthography, this is an overload. Each task demands attention.

All their attention goes into spelling, and there is not enough energy left for ideas and the structure of the text. Their written work is then short and simple, far from what they could produce orally. This gap is frustrating for them.

They may also avoid words they do not know how to write, which impoverishes their vocabulary. This vicious circle can be broken. See dysorthography and vocabulary.

Separating the stages

The key is to separate the stages instead of doing everything at once. First find the ideas, then organise them, then write, and finally proofread. One step at a time is simpler.

Each stage requires different attention. By separating them, we reduce the overload and the child can give their best at each moment. This separation reduces fatigue.

This method is useful for all pupils, but it is particularly effective for children with dysorthography. It benefits everyone.

Finding and organising ideas

Before writing, get your child talking. What do they want to tell? What are their ideas? When speaking, they are often much more at ease. Speech is often their strong point.

Note their ideas as keywords or small drawings, without worrying about spelling. A mind map can help organise them: beginning, middle, end. This plan guides them step by step.

This plan will serve as a guide when writing, and will prevent them from getting lost. It avoids the blank page. See mind maps.

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Writing without getting stuck

When it is time to write, encourage your child to write without stopping over spelling. The aim is to get their ideas onto paper, even if there are mistakes. Ideas first, form afterwards.

If they get stuck on a word, they can write it as they think it is spelled, underline it, and come back to it later. They should not give up a rich word out of fear of making a mistake. This habit frees up writing.

On a computer, voice dictation can also help them write their ideas by speaking. These tools make a big difference. See voice dictation.

Proofreading in several passes

Once the text is written, it is time for proofreading. Rather than one overall reread, suggest targeted passes: one for punctuation, one for agreements, one for difficult words. These targeted passes are more effective.

Each pass is easier, because the child only has one thing to look for. They spot their errors much better. They spot their errors better.

A proofreading checklist with the questions to ask can help them. These checklists quickly become habits. See punctuation and agreements.

Arrangements at school

At school, several arrangements can help with writing: marking that separates content from spelling, extra time, the use of a computer with a spellchecker. These arrangements make assessment fairer.

Separate marking is particularly important: it makes it possible to recognise the quality of ideas and vocabulary, even when spelling remains fragile. Their ideas are finally recognised.

These arrangements can be written into the PAP. Speak with the teaching team. See PAP and dysorthography.

Valuing the content

At home, always value the content of their texts first: their ideas, their imagination, their vocabulary. Talk about mistakes only afterwards. Their ideas deserve to be recognised.

A child who feels their ideas matter dares to write more. Conversely, a child who only receives comments on their mistakes ends up writing as little as possible. Confidence is a powerful driver.

Also encourage writing for pleasure, outside school: stories, a diary, letters. The pleasure of writing can be cultivated. See writing every day.

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Questions that keep coming up

How to help a child with dysorthography write ?

Separate the stages: find ideas orally, organise them, write without getting stuck on spelling, then proofread in several targeted passes. Each stage becomes easier.

Can writing be marked differently? ?

Yes, marking that separates content from spelling can be provided for in the PAP. It makes it possible to value ideas and vocabulary. It gives credit to the content.