Dysorthography: what to put in place in the classroom

You are a teacher welcoming a pupil with dysorthography, or a parent wondering what to suggest at school? Good news: many adjustments are simple to put in place and genuinely change the pupil’s daily life. Here are the most useful ones, sorted by classroom situation. Simple gestures, but they make all the difference.

Reducing copying

Copying is one of the most demanding tasks for a pupil with dysorthography. Every word takes effort, and they quickly fall behind the class. Reducing copying is therefore the most effective adjustment. Each copied word costs them a significant effort.

In practice, the teacher can provide photocopies of lessons, gap-fill handouts where the pupil only completes the key words, or digital documents. These materials are easy to prepare.

The pupil can then devote their energy to listening and understanding. They learn much more as a result. See copying from the board.

Adapting dictations

Dictations can be adapted in several ways: gap-fill dictation, shortened dictation, prepared dictation, simplified word lists. The aim is to keep the exercise while making it accessible. These formats maintain the expectations.

Marking can also be adjusted: counting correct words, marking only the points being worked on, separating spelling of vocabulary from grammar. The mark regains its meaning.

These adjustments allow the pupil to progress without becoming discouraged. Progress becomes visible. See gap-fill dictation.

Not penalising spelling outside French

In subjects where spelling is not assessed, such as history, science or mathematics, mistakes should not lower the mark. Only knowledge counts in that case.

The teacher can still point them out, but without penalty. The pupil is assessed on their knowledge, not on their difficulty. This feedback remains useful for progress.

This simple adjustment has a very positive effect on motivation. Motivation quickly shows it. See not counting mistakes.

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Adapting instructions and assessments

Reading instructions aloud, rephrasing them, and breaking them into steps: these simple gestures help the pupil understand what is expected of them. They take only a few seconds.

For assessments, uncluttered papers, fewer written-answer questions, and multiple-choice or gap-fill questions make it possible to assess knowledge without an overload of writing. Writing no longer stands in the way.

Extra time can also be granted. They can then finish their work. See dysorthography and tests.

Suggesting tools

Simple tools can be allowed in class: memo sheets of rules, word list, conjugation table, proofreading grid. These supports relieve their memory.

From the end of primary school onwards, a computer with a spell checker can also be useful, provided it is included in the PAP and mastered by the pupil. It must be well understood.

These tools are not crutches, but aids that help them write correctly. They help them gain independence. See the spell checker.

Valuing and encouraging

A pupil with dysorthography often receives many comments about their mistakes. Valuing their ideas, efforts and progress is essential for their motivation. This encouragement matters a great deal.

Correcting kindly, targeting a few errors rather than all of them, helps them progress without becoming discouraged. A script covered in red ink is rarely useful. Less red, more progress.

Allowing them to succeed orally, through presentations or contributions in class, also strengthens their confidence. Speaking is often their strong point. See dysorthography and self-esteem.

Formalising with a PAP

So that these adjustments are applied consistently and over the long term, they can be formalised in a PAP. It guarantees their continuity from one year to the next and from one teacher to another. It ensures continuity.

The teacher can also put adjustments in place without waiting for the PAP, from the first difficulties. Better to act early.

Regular dialogue between the teacher, the family and the speech therapist makes it possible to adjust the support. This dialogue is valuable. See PAP and dysorthography.

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Questions that keep coming up

What is the most useful adjustment in class ?

Reducing copying, by providing photocopied or gap-fill lessons. This is often what relieves the pupil most in everyday life. It is often the most useful arrangement.

Is a PAP needed to adjust in class ?

No, the teacher can make adjustments from the first difficulties. The PAP formalises these supports and guarantees their continuity. Better not to wait.