Dysorthography and motivation

« What’s the point, I always make so many mistakes. » Many dysorthographic children end up giving up. This discouragement is not laziness: it often comes from years of effort that go unrewarded. The good news is that motivation can be rebuilt. Here is how. Regaining motivation involves concrete successes and a kind, encouraging outlook.

Why they lose heart

A dysorthographic child often puts in far more effort than others for a poorer result. After a while, he no longer sees the point in trying. This feeling of injustice is exhausting over time.

Repeated poor marks, red corrections and remarks eventually instil the idea that he will never manage. He ends up protecting his pride by ceasing to try.

This discouragement is a logical reaction, not a flaw in character. Understanding this mechanism helps us avoid judging it. See self-esteem.

It is not laziness

We sometimes hear that a dys child “doesn’t make any effort” or “could do better if he wanted to”. This is rarely the case. These remarks, often repeated, hurt him deeply.

Dysorthography is a disorder, not a lack of willpower. Accusing him of laziness reinforces his discouragement. Praising his efforts is far more effective than denying them.

See common misconceptions. The attitude of adults matters enormously to his motivation.

Setting achievable goals

Set precise and realistic goals with him: mastering a homophone, completing an adapted dictation, rereading a text using a grid. Goals that are too ambitious lead to failure and discouragement.

Each goal reached is a success that restores confidence and the desire to carry on. These small victories prove to him that he can make progress.

Measure his progress against himself, never against others. Comparing his progress with that of others would trap him in failure.

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Valuing effort and progress

Praise his efforts, not just his results. Note his progress, however small, and show it to him. A progress chart or a record of achievements can help him see it.

Keeping his earlier writing and comparing it with new work can help him see how far he has come. Looking back at last year’s writing is often very encouraging.

Also ask the school for marking that takes his progress into account. A mark that values progress is a real driving force. See marking.

Finding meaning

A child is more motivated when he understands what he is learning is useful. Show him that writing is useful for his projects: writing to a friend, looking up information about his passion, creating a story. Writing that serves a purpose motivates far more than an exercise without aim.

Start from his interests to get him writing: a presentation on his favourite sport, a comic strip, a fact sheet about his pet. His passions are a wonderful lever for making him want to write.

See games for spelling. What matters is that he enjoys writing, even with mistakes.

Lightening the load and making it fun

Short, regular and playful sessions motivate more than long, tedious ones. Play allows him to learn without feeling that he is working.

Games, apps and digital tools can make learning more appealing. These tools also offer immediate feedback, which is very motivating.

See apps. Alternate the resources to avoid boredom.

Succeeding elsewhere

A child who succeeds in an area, such as sport, music or drawing, more readily keeps the desire to learn in general. The confidence gained in one area often spreads to others.

Encourage his passions: they nourish his confidence and overall motivation. These activities remind him that he is capable of succeeding.

See dysorthography and sport and dysorthography and music. They also give him a valuable balance in the face of school difficulties.