Dysorthographia exercises in the classroom

In a class, several pupils may be affected by dysorthographia, often alongside dyslexia. Teachers look for suitable exercises and simple adaptations that fit in with the running of the group. Here are some practical ways to support these pupils day to day, without adding to the preparation workload.

Understanding the pupil's errors

A pupil with dysorthographia does not make mistakes out of carelessness. Their errors are often systematic: they write as they hear, forget silent letters and neglect agreements. Observing them helps identify the pupil’s priority needs.

Reports from the speech and language therapist, passed on by the family, also provide valuable information. They specify the type of dysorthographia and the points to work on. They spare the teacher from starting from scratch. A discussion with the parents completes this picture. They often know what helps their child at home. The main adaptations are listed on the page what can be put in place in the classroom.

Spelling routines for everyone

Short spelling routines at the start of a lesson benefit the whole class. A sentence of the day to correct together, a word to observe and memorise, a homophone to justify. These five-minute activities build good habits. They fit easily into the timetable.

Pupils with dysorthographia particularly benefit, as regular repetition helps them memorise. Collective correction takes the sting out of error. Everyone sees that anyone can make a mistake. The pupil with dysorthographia no longer feels alone when faced with their errors. The page spelling routines can inspire classroom activities.

Tools available

Giving the pupil access to memory aids, such as a homophones sheet, a conjugation table or a list of frequently used words, helps them produce more accurate writing. They act as crutches, not shortcuts. They can be included in the support plan.

Using a computer with a spell checker, from the end of primary school, can also be considered. It allows the pupil to produce legible written work. Its use is decided together with the team and the family. It requires keyboard training beforehand. The steps for implementation are described on the page computers in class.

Search for Dys professionals near you

The only online directory dedicated to professionals working with Dys disorders

Adapting the dictation

The traditional dictation often sets the pupil with dysorthographia up to fail. Several adaptations are possible: prepared dictation, gap-fill dictation, shorter dictation, or marking that rewards progress. They make it possible to assess what the pupil has really learnt. The mark then better reflects their progress.

The teacher can also offer differentiated correction, counting only the errors on the points that have been worked on. The pupil sees their efforts recognised. They stay motivated. They understand what is expected of them. The page gap-fill dictation presents one of these adaptations.

Assessing content rather than form

In subjects other than French, spelling should not penalise the pupil when it is not the purpose of the assessment. In history or science, it is knowledge that counts. The support plan can make this clear.

Oral answers or multiple-choice questions are other options for assessing knowledge without the barrier of writing. The pupil often shows unexpected skills. Their confidence is boosted. They also take part more in class. The page dysorthographia and marking sets out these adaptations in detail.

Reducing the amount of copying

Copying is very costly for a pupil with dysorthographia, who makes errors even when copying. Providing photocopies, gap-fill texts or a reduced copy allows them to concentrate on learning. These supports are simple to put in place. They mainly require a little forward planning.

For homework, the amount of writing required can also be limited, in agreement with the family. The pupil keeps their energy for what matters. They arrive less exhausted the next day. These adaptations benefit their learning. The time saved can be devoted to understanding. The page on copying offers exercises to make progress.

Working with the family and professionals

The teacher, the family and the speech and language therapist benefit from regular discussion. Sharing the strategies that work avoids contradictions between school and home. The pupil finds the same tips everywhere. The school doctor can also act as a link. They help formalise the arrangements.

If a family is looking for a professional, the directory ProfessionnelsDys helps find speech and language therapists and other specialists by town. The teacher can point the family towards it during a meeting. Training options are gathered on the page training for teachers.