Dysorthography: what to do in class to help a pupil with dysorthography?
A pupil with dysorthography in a class does not need pity — they need concrete, effective adjustments that allow them to show their genuine abilities without being systematically penalised for their spelling difficulties. Here are the most effective practices available to every teacher.
Not penalising spelling in subjects other than French
This is the simplest and most impactful adjustment. In maths, science, history-geography or modern languages, the spelling errors of a pupil with dysorthography should not affect their mark. What is assessed in these subjects is knowledge and reasoning — not mastery of French spelling. This adjustment is explicitly provided for in the PAP and requires no special equipment.
Allowing compensatory tools
A computer with an advanced spell checker, a dictionary, a keyword list provided in advance — these tools allow the pupil to concentrate on the content of their answers rather than on spelling form. By allowing these tools during written assessments, the teacher enables a fair evaluation of the pupil’s real abilities.
Providing texts in advance
For dictations or copying exercises, providing the text in advance allows the pupil to prepare it and reduce the cognitive load on the day. The dictation can also be broken into short passages with pauses, or replaced by a gap-fill dictation or a negotiated dictation in which pupils discuss spelling together.
Allowing extra time
Time is the most valuable resource for a pupil with dysorthography. With extra time, they can reread their work, check their spelling and correct certain errors they are able to identify after the fact. This simple adjustment produces significant results in written performance.
Valuing content over form
When marking compositions and written work, explicitly praising the richness of the content, the relevance of ideas and the quality of reasoning — independently of spelling — sends the pupil an essential message: their ideas have value. This valuing of substance nourishes motivation and self-esteem.
Working with the speech therapist and parents
Teachers are not alone when facing a pupil’s dysorthography. Maintaining regular dialogue with the speech therapist and parents makes it possible to coordinate strategies between the classroom, remedial work and home. For resources and training on teaching adjustments for DYS pupils, lesdys.fr offers guides and webinars accessible to education professionals.
