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Dysorthographie.fr a media powered by
the no.1 media on Dys disorders
English is often the bête noire of dysorthographic pupils. Its pronunciation, which is far removed from its spelling, and its many exceptions make it one of the hardest languages to spell. Yet many of these pupils are very comfortable speaking. Here is how to help them progress in English by building on their strengths. A language that is hard to write, but accessible.
English is notorious for its irregular spelling. The same sound can be written in many different ways, and the same letter combination can be pronounced differently depending on the word: “through”, “though”, “tough”, “thought”. These exceptions confuse many pupils.
For a dysorthographic pupil, who already struggles to memorise the visual image of words in French, this is a considerable challenge. They tend to write words as they hear them, which often leads to errors. These errors are logical.
These difficulties are normal and do not mean that they are poor at English. Their strengths lie elsewhere. See dysorthographie et langues étrangères.
Many dysorthographic pupils understand and speak English well. Their difficulty affects writing, not listening comprehension or spoken expression. This is an asset to be celebrated.
Building on oral skills is therefore an excellent strategy. Series, films, songs, video games and podcasts in English develop the ear, the vocabulary and confidence. These activities are also enjoyable.
Valuing their oral skills protects their motivation for the language, even if writing remains difficult. Motivation is precious.
To memorise the spelling of English words, visual methods work well: colouring tricky letters, associating an image, spelling aloud. These methods are effective.
Grouping words into spelling families also helps to spot patterns: all words with “ight” (night, light, right), with “ee” (tree, see, free). These families make memorising easier.
Work on a few words at a time, with spaced revision. Regularity is the key. See apprendre autrement.
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As part of a PAP, several adjustments can be requested in English: not penalising spelling when it is not the focus of the assessment, valuing oral work, reducing the vocabulary to be learnt. These adjustments make assessment fair.
Written assessments can be adapted: multiple-choice questions, gap-fill texts, extra time. Writing becomes more accessible.
See PAP et dysorthographie. Talk to the school team.
English spell-checkers are very effective and can help the pupil at secondary school or in their personal writing. These tools are valuable.
Text-to-speech allows the pronunciation of written words to be heard, which strengthens the link between speech and writing. Online dictionaries often provide pronunciation. The ear supports the written word.
Language-learning apps, which are fun, can also motivate the pupil. Play is motivating. See le correcteur orthographique.
In the GCSE and A-level exams, language papers often include a written component. Adjustments can be requested, such as extra time. Plan ahead.
Oral exams are often an opportunity for the dysorthographic pupil to show their true level. Speaking is often an asset.
Find out about the possible adjustments at the start of the exam year. The deadlines are strict. See dysorthographie et bac.
English can become a source of enjoyment for a dysorthographic pupil, provided the language is not reduced to its spelling. Enjoyment is essential.
Encourage them to watch their series in the original version, to listen to English music, and to chat with English speakers if the opportunity arises. These habits help them progress.
This enjoyment is the best driver of progress. Motivation makes all the difference. See dysorthographie et motivation.
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Because its spelling is very irregular, with words that are not spelt as they are pronounced. This is a challenge for a child who struggles to memorise the visual image of words. It is normal, but not a life sentence.
Yes, especially when speaking, which is often a strength. Writing remains harder, but methods and adjustments help. Value their spoken English.
Spelling not penalised when it is not being assessed, recognition of spoken skills, reduced vocabulary, adapted assessments. Talk to the school team.
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