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
At secondary school, written expression takes on a central role. Essays get longer, spelling expectations rise, and the brevet grade partly depends on them. For a pupil with dysorthographia, this is a real challenge. Here are the main difficulties and the solutions to help them progress. A challenge, but not a fate.
At secondary school, pupils have to write longer and more structured texts: narratives, descriptions, arguments. They must also master more complex rules, such as the agreement of the past participle. These texts require more organisation.
Written expression is no longer assessed only in French. Developed answers in history, science or civic education also count, and spelling is often taken into account there too. Writing is everywhere.
For a pupil with dysorthographia, this increase in writing can bring out or worsen their difficulties. This is often the point at which the difficulties become apparent. See dysorthographia at secondary school.
The essays of pupils with dysorthographia are often shorter than those of their classmates. They write slowly, tire quickly, and do not always manage to finish within the time allowed. These short texts do not reflect their abilities.
Their texts contain many errors, which can mask the quality of their ideas. The vocabulary is often simplified to avoid difficult words. Their ideas are often drowned out by the errors.
These difficulties weigh on their marks and on their confidence, even though they often have a great deal to say. They do have plenty to say. See dysorthographia and vocabulary.
As in primary school, separating the stages of writing remains the best method: gathering ideas, making a plan, writing, proofreading. At secondary school, this method becomes essential. This method becomes essential.
The rough draft and the plan are not a waste of time: they allow the pupil to write faster and more calmly afterwards. Teach your child to use them systematically. These tools save time.
Proofreading in several targeted passes helps them spot more errors. This habit improves marks. See dysorthographia and writing.
The only online directory dedicated to professionals working with Dys disorders
At secondary school, the computer often becomes a valuable tool for pupils with dysorthographia. It allows them to write faster, correct easily and benefit from a spell checker. The screen makes proofreading easier.
To use it in class, the adjustment must be provided for in the PAP or the PPS. The pupil must also have learnt to type fairly quickly and to use the tools well. These conditions are essential.
The most comprehensive proofreading software picks up many grammar errors and explains the rules. This software is a real ally. See the spell checker.
Marking that separates content from form is particularly important at secondary school. It makes it possible to recognise the quality of ideas, argumentation and vocabulary, even if spelling remains fragile. Their strengths are then recognised.
In other subjects, spelling should not be penalised when it is not the object of the assessment. This is a standard PAP adjustment. It is a matter of fairness.
These adjustments make it possible to assess the pupil’s real skills. Their real skills matter. See not counting spelling errors.
The French paper of the brevet includes a writing section, and spelling also counts in the other written papers. Adjustments can be requested: extra time, a computer, an adapted dictation. Adjustments should be anticipated.
Requests are made through a specific procedure, usually at the start of Year 11. Find out about it from the very beginning of the school year. The deadlines are strict.
Train your child under exam conditions, with the adjustments provided. Practice is reassuring. See dysorthographia and the brevet.
As a teenager, your child needs independence. Rather than correcting their texts for them, help them develop their own proofreading strategies and use their tools. Independence is built step by step.
Value their ideas and style, and encourage them to write outside school: blog, journal, fan fiction, scripts. The pleasure of writing is a powerful driving force. The pleasure of writing is a driving force.
If tensions around homework become too strong, a third party can take over. The relationship matters above all. See the dysorthographic teenager.
A space for exchange, listening and support dedicated to parents of children with DYS disorders
Teach them to separate the stages, make a plan, proofread in several targeted passes, and use the computer with a spell checker if this is provided for in their PAP. These strategies will serve them for a long time.
It is often taken into account, but a PAP may provide that it is not penalised in subjects where it is not the object of the assessment. The PAP often provides for this.
Extra time, a computer, an adapted dictation, depending on the situation. The request is usually made at the start of Year 11. Find out from the very beginning of the school year.
Advice, favourites and DYS news every week.
Subscribe here.
Dysorthographie.fr
The No. 1 media on DYS disorders
