Dysorthographia and dyslexia: why they often go together

We often speak of “dyslexia-dysorthographia” as if it were a single disorder. In reality, these are two distinct disorders, but they are very often associated. Why do they so often go together? Is it possible to have one without the other? Here are the explanations. Understanding this link helps to better support the child.

Two distinct disorders

Dyslexia is a disorder of learning to read: the child struggles to decode words, reads slowly and makes reading errors. Both disorders affect written language, but not in the same way.

Dysorthographia is a disorder of learning spelling: the child struggles to write words correctly and to apply spelling rules. A child may read quite well and yet make many spelling mistakes.

Both concern written language, but one relates to reading and the other to writing. The assessment helps to sort things out. See dysorthographia or dyslexia.

Why they are often associated

Reading and writing rely on shared skills: phonological awareness, the correspondence between sounds and letters, and memory for words. These skills are the foundation for learning to read as well as to write.

When these skills are fragile, both reading and writing are affected. This is why most children with dyslexia are also dysorthographic. When decoding is difficult, memorising spelling is difficult too.

See phonological awareness. It is this common foundation that explains their frequent association.

The reading-writing cycle

Reading nourishes spelling. By reading, the child encounters written words and memorises their form. A child who reads little or with difficulty memorises fewer words. A child who reads little comes across written words less often.

Conversely, working on spelling also helps to read better. The child therefore has fewer opportunities to memorise how words are spelt.

The two skills reinforce each other, in both directions. This is why rehabilitation often works on both at the same time.

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Can one occur without the other?

Yes. Some children have an isolated dysorthographia, without dyslexia: they read correctly but make many spelling mistakes. These children often have good reading, but poor memory for the spelling of words.

The reverse is rarer: dyslexia almost always comes with difficulties in spelling. These children are sometimes identified later, because their reading does not pose a problem.

See dysorthographic without being dyslexic. Each profile is different and deserves a precise assessment.

The diagnosis

The speech and language therapy assessment of written language assesses both reading and spelling. It establishes whether the child has dyslexia, dysorthographia, or both. This assessment identifies the child’s strengths and weaknesses.

The assessment report sets out the child’s profile and fragile skills. It also guides the choice of rehabilitation and adjustments.

See the speech and language therapy assessment. The report can be passed on to the school to set up a PAP.

Support

When the two disorders are associated, speech and language therapy rehabilitation works on both reading and spelling, often in the same sessions. Sessions are adapted to the child’s profile and evolve with their progress.

School adjustments take both difficulties into account: reading of instructions, extra time, spelling not penalised. These adjustments allow the child to show what they really know.

See school adjustments. Digital tools such as text-to-speech can also help.

Other associated disorders

Dyslexia-dysorthographia may also be associated with other disorders: dysgraphia, ADHD, dyscalculia. These associations are common, as dys disorders often share common vulnerabilities.

If difficulties go beyond written language, a further assessment may be useful. Your GP can refer you to the appropriate professionals.

See dysgraphia and ADHD. A holistic view of the child allows for more coherent support.

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Questions that keep coming up

Are dyslexia and dysorthographia the same disorder? ?

No, they are two distinct disorders, one of reading and the other of spelling, but very often associated. They are often grouped together under the name dyslexia-dysorthographia.