Dysorthographia and note-taking

Taking notes requires listening, understanding, selecting and writing quickly, all at the same time. For a pupil with dysorthographia, this is a particularly demanding task. Their notes are often incomplete, illegible or full of errors. Here are practical solutions to help them, at secondary school, sixth form and in higher education. Simple solutions to keep track of the lesson.

Why it is so difficult

Note-taking means doing several things at once: listening to the teacher, understanding, selecting the essentials, and writing quickly. For a pupil with dysorthographia, writing itself is already costly. Every task demands attention.

They have to think about the spelling of every word, which slows them down. Meanwhile, the teacher carries on speaking, and they miss part of the lesson. Information is then lost.

As a result, their notes are incomplete, and they struggle to reread them when revising. Their revision suffers as a consequence. See dysorthographia at secondary school.

Provided lesson materials

The first solution is to limit note-taking by providing the lesson materials. Photocopies or digital documents allow the pupil to focus on listening and understanding. They can therefore concentrate on listening.

This arrangement is very common in PAPs. It can take the form of a complete lesson handout, a lesson with gaps to fill in, or a classmate’s notes. These forms are often combined.

The school’s digital workspace (ENT) can also give access to lesson materials. The ENT is a valuable resource. See PAP and dysorthographia.

Learning to abbreviate

For the notes they must take themselves, the pupil can learn to use abbreviations and symbols. These reduce the amount to write and avoid difficult words. They save precious time.

For example: “+” for “plus”, “ex” for “example”, “pr” for “pour”, arrows for consequences. Everyone can also create their own abbreviations. These symbols are simple to learn.

The key is always to use the same ones, so that they can reread their notes easily. A short list can be kept in the pencil case. Consistency is essential.

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Noting the essentials

Good note-taking does not mean writing everything down, but noting the essentials. Teach your child to spot keywords, definitions and important dates. Writing everything down is impossible.

Full sentences are not necessary: keywords linked by arrows are often enough. Mind maps are also a good tool for organising ideas. These tools make rereading easier.

This skill is learnt gradually. It is a valuable skill. See mind maps.

The computer and other tools

A computer can help take notes more quickly and legibly, provided the pupil is confident typing. The spell checker corrects mistakes as they type. Typing skills must be well mastered.

Some tools also allow the lesson to be recorded, with the teacher’s agreement, so it can be listened to again later. This can be useful, especially in higher education. Always ask the teacher’s permission.

These tools must be provided for in the PAP or the PPS to be used in class. They must be officially approved. See the spell checker.

Completing notes after the lesson

After the lesson, taking a few minutes to reread and complete their notes is very useful. The pupil can add what they missed, correct mistakes and clarify abbreviations. A few minutes is enough.

If elements are missing, they can ask a classmate for their notes or consult the textbook. This habit greatly improves the quality of their revision. This habit is valuable.

It is also an excellent way to memorise the lesson. Rereading is also revising.

In higher education

In higher education, note-taking becomes even more important, with long and fast-paced lectures. Students with dysorthographia can request arrangements from their institution’s disability service. These arrangements exist in most institutions.

These arrangements may include access to course materials, recording of lectures or the help of a note-taker. Find out about them from the start of the academic year.

See dysorthographia in higher education. These supports make a real difference.

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Questions that keep coming up

How to help a pupil with dysorthographia take notes ?

Provide lesson materials when possible, teach them to abbreviate and to note the essentials, and offer a computer if it is provided for in their PAP. These supports work well together.

Can photocopied lessons be obtained ?

Yes, this is a common arrangement in the PAP. Lessons can be provided on paper or in digital form. It is a common arrangement.

Are abbreviations useful ?

Yes, they reduce the amount to write and avoid difficult words. The key is always to use the same ones so that they can be reread. Consistency makes rereading easier.