Dysorthographia exercise: é or er

« Il a manger » ou « il a mangé » ? « Je vais jouer » ou « je vais joué » ? The choice between « é » and « er » at the end of verbs is a very common source of errors, even among adults. For a child with dysorthographia, one simple trick makes all the difference. Here are exercises to learn it and apply it.

Two forms that sound the same

‘Mangé’ and ‘manger’ are pronounced exactly the same way. Yet they play different roles in the sentence. ‘Mangé’ is a past participle, used after ‘avoir’ or ‘être’. ‘Manger’ is an infinitive, used after another verb or a preposition.

The child cannot choose by ear. They have to analyse the sentence, which is difficult when writing. A substitution trick saves them from this analysis. It gives a reliable answer in a few seconds. The page on the é sound and its spellings sets out the wider context.

The vendre and vendu trick

To choose, replace the verb with a third-group verb, such as ‘vendre’ or ‘mordre’. If you say ‘vendu’ or ‘mordu’, write ‘é’. If you say ‘vendre’ or ‘mordre’, write ‘er’. The different sound of these verbs settles the matter.

‘Il a mangé’ becomes ‘il a vendu’: write ‘é’. ‘Je vais manger’ becomes ‘je vais vendre’: write ‘er’. This trick works for all first-group verbs. The child can note it on their trick card. It is often one of the ones they use most.

Choosing your test verb

Some children prefer another test verb, such as ‘prendre’ and ‘pris’, or ‘faire’ and ‘fait’. The important thing is that the two forms are pronounced differently. Each child can choose the one that suits them best.

You can have the child try several verbs so they find their favourite. Once chosen, they always use it, so the reflex becomes automatic. The test verb becomes a faithful companion. They can write it in large letters on their card. Some children even draw a little market trader to remember ‘vendre’.

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Practising aloud

Before writing, practise the substitution out loud. The adult says a sentence, the child repeats it with the test verb and decides. Go through several sentences quickly.

This oral work makes the substitution automatic without the load of writing. The child becomes faster. Once the reflex is established orally, move on to writing. This step often takes just a few days. The child is then ready to use the trick on their own.

Gap-fill sentences and small clue words

Offer gap-fill sentences, where the child must write ‘é’ or ‘er’ at the end of the verb. They run the test for each sentence, under their breath. Start with simple sentences, then vary the structures.

You can include traps, such as verbs after ‘pour’, ‘sans’ or ‘de’, which always take the infinitive. The child discovers that these small words are also clues. They become more precise. These clues complement the substitution trick. You can later slip them into an adapted dictation.

Proofreading for the é sound at the end of verbs

After writing a text, the child rereads it looking for all verbs ending with the ‘é’ sound. For each one, they run the test with their favourite verb. This targeted proofreading prevents many errors.

You can add this point to their proofreading checklist. It quickly becomes a reflex, because the trick is simple. The child is often proud to correct their own mistakes. The page on proofreading explains how to organise these checks.

If the error persists

If the child keeps confusing ‘é’ and ‘er’ despite the trick, they may have difficulty spotting the verbs in a sentence. A speech and language therapist can work on grammatical analysis in greater depth. This trick helps day to day, but it does not replace professional support where needed.

The ProfessionnelsDys directory helps you find a speech and language therapist by town and by age. Mention this difficulty at the first contact. The past participle has its own supplementary page.