Long underestimated, dysorthography is now the subject of numerous studies.
Researchers are interested in its origins, its cognitive mechanisms and ways of improving remediation.
These advances make it possible to envisage more personalised and more effective support.
1. Gaining a better understanding of the origin of the disorder
Dysorthography is not a simple “lack of attention” or an “inattentive mistake”.
Recent research carried out by INSERM and Université Paris Cité (2024) confirms that it is a neurodevelopmental disorder linked to an alteration of the brain circuits involved in processing written language.
The brain of children with dysorthography processes sounds and orthographic representations differently.
This characteristic explains the difficulties in automating grammar or agreement rules.
These discoveries pave the way for a better understanding of learning profiles, making it possible to adapt teaching methods from primary school onwards.
2. Research in the service of remediation
Studies carried out since 2022 are exploring the effectiveness of multisensory approaches: combining movement, sound and vision to strengthen orthographic memory.
This method, already used by speech therapists, shows excellent results, particularly in children supported from CP (Year 1).
Digital tools are also an integral part of these new approaches.
Platforms such as Dystap.io draw on the principles of neuroeducation to offer adaptive games.
The exercises adjust automatically according to the level of success, ensuring motivating and personalised progress.
3. The rise of tailored digital solutions
Recent years have seen the emergence of a new generation of spelling training tools.
The aim: to make remediation more fun and accessible at home.
Applications such as Dystap.io rely on cognitive sciences to help children consolidate their skills while having fun.
Each session becomes an exercise in strengthening orthographic memory, without creating pressure or discouragement.
For its part, AidToi.fr offers individualised support for children with DYS disorders and a free pre-diagnosis to help families identify disorders before treatment begins.
This comprehensive approach — digital, educational and human — reflects the current directions of research.
4. Towards science-based inclusive teaching
Researchers stress one key point: success depends on collaboration between healthcare professionals and the education sector.
Scientific discoveries should inform teaching practices, not replace them.
Training teachers in DYS disorders and providing them with practical tools remains essential.
In parallel, research continues to explore the impact of motivation and the enjoyment of learning on the progress of children with dysorthography.
The more they enjoy themselves, the more effectively their brain learns — a finding confirmed by tests carried out on ludo-educational platforms.
In summary
Research is advancing quickly, and so are the solutions.
Thanks to the synergy between science, pedagogy and digital technology, children with dysorthography now have more comprehensive support than ever.
The future of orthographic remediation looks personalised, collaborative and deeply human.
