Dysorthographia exercise: missing letters

A child who writes « tain » instead of « train » or « pati » instead of « parti » leaves out letters. These omissions are very common in children with dysorthographia, who do not perceive or do not retain all the sounds of the word. Here are exercises to help them write complete words.

Two kinds of omissions

Some omissions concern letters that can be heard, such as the « r » in « train » or the « l » in « plume ». The child does not perceive this sound, or forgets it between hearing and writing. These errors mostly affect complex syllables. The written word remains readable, but it is incomplete.

Other omissions concern letters that cannot be heard, such as silent letters or double consonants. These errors relate to memory of the spelling of words and require different work. This page deals mainly with the first kind. Silent letters have a page of their own.

Counting sounds before writing

Before writing a word, the child can count the sounds it contains, placing a counter for each one. For « train », they place three counters, one for « t », one for « r » and one for « ain ». They thus know how many sounds they will need to write.

The child then writes the word, matching each sound to a counter. If a counter remains without a letter, a sound has been forgotten. This visual support is very effective for children. It can be removed once the child no longer needs it. It is happily brought back out for a new or difficult word.

Stretching the sounds

Saying the word very slowly, stretching each sound, helps the child not to forget any of them. « Trrrrrain » makes the « r » clearly audible. The child writes while stretching the sounds.

Practice can focus on words containing two consonants in a row, such as « crabe », « fleur » or « prince ». These are the words where omissions are most frequent. The child gets into the habit of slowing down. They discover that writing a little more slowly saves them many corrections. The work on writing syllables complements this exercise.

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Comparing the written word with the spoken word

After writing, the child rereads their word while following each letter with a finger, and compares it with the word they meant to write. If they read « tain » when they meant « train », they spot the omission. This comparison should become a reflex.

You can also offer them words written with a missing letter, which they must complete. They look for what is missing themselves. This role of proofreader makes them more attentive to their own writing. The page on rereading develops this point.

Frequent words

For words the child writes very often, such as « très », « train » or « grand », it is useful to memorise their complete spelling. Look at them, spell them out, cover them and write them from memory. They become secure words.

A small list of these words, arranged in alphabetical order, can stay in the child’s exercise book. They consult it when they hesitate. The more secure words they know, the fewer omissions they make. These words also free up attention for the rest of the sentence. Invariable words are worked on in the same way.

Tiredness and omissions

Letter omissions often increase with tiredness, at the end of the day or at the end of a text. A child who writes the first lines well and the following ones less and less well is probably exhausted. This is not a lack of care.

It is helpful to limit the length of writing tasks, or to plan breaks. At school, a reduction in the amount of writing may be requested. At home, short and frequent writing tasks are preferred. The page dysorthographia and fatigue covers this topic.

The speech and language therapy assessment

If letter omissions are very numerous and persist, a speech and language therapy assessment will help to understand their origin: perception of sounds, working memory or lexical spelling. The remediation will be adapted accordingly. These exercises support this work without replacing it.

The ProfessionnelsDys directory makes it possible to find a speech and language therapist by town and by disorder. Keep a few pieces of writing where the omissions are visible; they will guide the assessment. The page on how the assessment proceeds will help you prepare for it.