Dysorthographia: what to do in class to help a dysorthographic student?
A dysorthographic student in a class does not need pity — they need concrete, effective adaptations that allow them to show their true abilities without being systematically penalised for their spelling difficulties. Here are the most effective practices within reach of every teacher.
Do not penalise spelling in subjects other than French
This is the simplest and most impactful adaptation. In mathematics, science, history-geography or modern languages, the spelling errors of a dysorthographic student should not affect their mark. What is assessed in these subjects is knowledge and reasoning — not mastery of French spelling. This adaptation is explicitly provided for in the PAP and requires no special equipment.
Allow compensatory tools
A computer with an advanced spell checker, a dictionary, a list of keywords provided in advance — these tools allow the student to focus on the content of their answers rather than on spelling form. By allowing these tools during written assessments, the teacher ensures a fair evaluation of the student’s real abilities.
Provide texts in advance
For dictations or copying exercises, providing the text in advance allows the student to prepare it and reduces cognitive load on the day. Dictation can also be broken into short passages with pauses, or replaced by a fill-in-the-blank dictation or a negotiated dictation in which pupils discuss the spelling together.
Allow extra time
Time is the most valuable resource for a dysorthographic student. With extra time, they can reread their work, check their spelling and correct certain errors they are able to identify afterwards. This simple adaptation produces significant results on written performance.
Value content over form
When marking essays and written work, explicitly valuing the richness of the content, the relevance of ideas and the quality of reasoning — regardless of spelling — sends the student an essential message: their ideas have value. This valuing of substance fuels motivation and self-esteem.
Work with the speech therapist and parents
Teachers are not alone when facing a student’s dysorthographia. Maintaining regular dialogue with the speech therapist (orthophoniste) and parents makes it possible to coordinate strategies between the classroom, remedial therapy and home. For resources and training on pedagogical adaptations for DYS students, lesdys.fr offers guides and webinars accessible to education professionals.
