Dysorthographia exercise: m before m, b, p

Why do we write « lampe » with an « m » and « lance » with an « n »? It is the rule of « m » before « m », « b » and « p ». It is simple and reliable, but children with dysorthographia often forget it when writing. Here are exercises to learn it and, above all, to apply it automatically.

The rule in one sentence

Before the letters « m », « b » and « p », the sound « an », « on » or « in » is written with an « m » instead of an « n ». So we write « jambe », « pompe », « timbre » and « emmener ». Everywhere else, we write « n ».

This rule has very few exceptions, which makes it valuable. Once well applied, it eliminates a whole category of errors. The challenge is to remember to apply it while writing, when attention is already taken by everything else. The page apprendre les règles shows how to establish a rule over time.

A way to remember it

To remember the three letters, you can use a phrase such as « Maman Bisou Papa » or draw these three letters forming a barrier. The letters « m », « b » and « p » are all pronounced by closing the lips. The child can feel this movement of the lips.

This physical cue is very useful: if the lips close just after the sound, we write « m ». The child can check this by saying the word slowly. They discover that the rule has a logic. It becomes easier to remember.

Sorting words into m or n

A simple exercise consists of offering words containing « an », « on » or « in » and asking the child to sort them into two columns: with « m » or with « n ». They observe the letter that follows. They understand the rule through observation.

You can then give them gap-fill words, where they must choose between « m » and « n »: « ja…be », « ma…ger », « po…pe ». They look at the following letter before deciding. After a few sessions, they do it almost without thinking. The page on jeux d’orthographe offers other forms of practice.

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Spotting it in texts

You can ask the child to look for words in a book or magazine where we write « m » before « m », « b » or « p ». They highlight them and check the rule. They discover how numerous these words are.

They can also look for the rare exceptions, such as « bonbon » or « néanmoins ». This search makes them attentive to the spelling of the words they read. It develops visual memory. It prepares them for proofreading their own writing.

Applying the rule while writing

The hardest part is remembering the rule at the moment of writing. You can dictate words, then sentences, and ask the child to check each sound « an », « on » or « in » when proofreading. They look at the following letter and correct if necessary.

You can add this point to their proofreading checklist for a few weeks. When it becomes automatic, remove it to add another. One new point at a time is more than enough. The construction of this checklist is explained on the page about proofreading.

Words with prefixes and compounds

Some compound or prefixed words seem to contradict the rule, such as « bonbon » or « néanmoins ». It is useful to present them as exceptions to memorise. You can count them on the fingers of both hands.

You can note them on a small card, with a drawing for each one. The child rereads them from time to time. The essential point remains the general rule, which covers the vast majority of cases. The exceptions must not blur this rule.

If the rule does not stick

If the child continues to make many errors on this rule despite practice, this may indicate a more general difficulty in applying spelling rules when writing. The speech and language therapist can assess this and suggest strategies. The exercises on this page are a support, not remedial therapy.

In the ProfessionnelsDys directory, you can search for a speech and language therapist by town, selecting dysorthographia. Show them the exercises already done at home. The page on fiches mémo d’orthographe presents a useful tool for this type of rule.