Dysorthographia exercise copying

Many parents are surprised: their child makes mistakes even when copying a text they have in front of them. This is common in children with dysorthographia, who do not retain the image of words from one glance to the next. Here are exercises to help copy more accurately, based on simple strategies.

Why mistakes are made when copying

To copy a word, the child looks at it, keeps it in memory for the time it takes to look down, then writes it. If they copy letter by letter, they look up very often and risk losing their place. If they copy a whole word, they may write it as they hear it, forgetting silent letters.

In both cases, the visual memory of words is put to the test. Children with dysorthographia often have a fragile memory of spelling. Their copying mistakes are not due to carelessness. They simply show that the image of the word does not last the time it takes to look down. The page my child makes mistakes when copying explains this phenomenon.

Copying in meaningful groups

Rather than copying letter by letter or word by word, the child can learn to copy in small groups of words that make sense. They read the group, repeat it in their head, notice any difficulties, then write it. They look up less often.

At first, the adult can divide the text into groups using lines. The child copies one group at a time. Gradually, they do this division on their own. They learn to identify the natural groups within a sentence, such as the subject or the complement. The page copying from the board presents classroom adjustments.

Observe before writing

Before copying a difficult word, the child takes a moment to look at it and identify what is particular about it: a silent letter, a double consonant, an accent. They can say it quietly: “bateau, avec eau”. This short pause greatly reduces errors.

Practice can be done with isolated words, which the child looks at for a few seconds before writing them from memory. Then they check against the model to see if everything is correct. This work develops visual memory. It complements work on irregular words.

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Keeping one's place

To avoid losing their place, the child can place a finger or a ruler under the line they are copying. They move this marker as they go along the copy. On their sheet, they place a small dot where they stop.

These markers prevent skipping words or lines. They are simple to use in class as well as at home. The child can stop using them when they no longer need them. They are particularly useful for long copies. At the end of the day, when tiredness sets in, they prevent many omissions.

Re-reading by comparing

After copying, the child compares their copy with the model, word by word. They point to a word on the model, then to the same word on their copy, and check each letter. This slow comparison makes it possible to spot almost all the errors.

This can be turned into a game: the adult deliberately hides a few errors in a copy, and the child has to find them. They develop their proofreader’s eye. They will then apply this vigilance to their own copies. They also become aware of the mistakes they make most often. The page on proofreading offers other methods.

Copy less to learn better

Copying is very demanding for a child with dysorthographia, and it does not always bring much learning. In class, it is possible to request photocopies, gap-fill texts or a shortened copy. These adjustments allow them to concentrate on what they are learning.

At home, copying in homework can also be limited, in agreement with the teacher. The child saves their energy for the exercises that really help them progress. These adjustments can appear in an individual support plan. The page on school adjustments presents them.

Copying mistakes: taking stock

If copying mistakes remain very numerous, a speech and language therapy assessment can help to understand what is holding the child back: visual memory, attention or spelling. If the child complains of eye strain when copying, an orthoptic assessment should also be considered. These exercises support follow-up care without replacing it.

The ProfessionnelsDys directory makes it possible to find speech and language therapists and orthoptists by town. Bring notebooks showing the copying mistakes. The role of memory is explained in detail on the page visual memory of words.