You have a dysorthographic child and you want to help them. That is commendable. But between good intentions and good practice, the path is strewn with pitfalls. Many parents, despite their sincere commitment, unknowingly repeat ineffective—even counterproductive—patterns. This article will help you identify these common traps and adopt a genuinely suitable supportive stance.
Trap no. 1: confusing dysorthography with a lack of effort or attention
This is the basic mistake, and it undermines the child’s confidence. Many parents think: « If my child just paid more attention, they wouldn’t write « comçon » instead of « composition ». »
The reality is quite different. Dysorthography is not a matter of willpower or concentration. It is a specific developmental disorder that affects the ability to absorb and automate spelling rules. The dysorthographic child does not « choose » their mistakes. They arise despite them, even when they know the rule.
Why is this a trap? If you send the implicit message « you could manage it if you really wanted to », you will reinforce guilt and anxiety without solving the problem. The child sometimes works twice as hard as their classmates for half the results. Recognising this is already a way of helping them.
What to do instead: Value concrete effort, not the spelling result. Say « you thought carefully about this rule » rather than « it’s still wrong ».
Trap no. 2: relying solely on dictation and mechanical repetition
Parents often think that copying out word lists a hundred times or daily dictations will « drill » spelling into the head. Unfortunately, for a dysorthographic person, sheer repetition is rarely the solution.
Why? Because dysorthography concerns the memorisation and integration of spelling regularities, not simply short-term memory. Copying the same word 50 times creates mental fatigue and frustration, without creating a genuine, lasting « trace » in the spelling system.
Why is this a trap? These repetitive exercises discourage the child, consume time without proportional results, and can widen the gap with the enjoyment of writing.
What to do instead: Favour a multisensory approach. Use games (Scrabble, magnetic letters, fun apps), write stories together, create visual « posters » with key words, and ask the child to invent mnemonic devices. Emotional engagement takes precedence over blind repetition.
Trap no. 3: neglecting the role of the speech and language therapist or specialist teacher
Some parents think they can « correct » dysorthography on their own, without professional intervention. Others, on the contrary, place all the work on the speech and language therapist and believe home support is unnecessary.
Both extremes are mistaken.
Why is this a trap? A speech and language therapist assesses the disorder precisely and designs an individualised rehabilitation plan. Without this, you risk applying generic techniques that do not match your child’s specific profile. Conversely, entrusting everything to a professional overlooks the fact that the child spends most of their time outside the clinic. Daily life is the real laboratory of dysorthography.
What to do instead: Work in partnership. Ask the speech and language therapist which exercises to reinforce at home, what kind of feedback to use, and which games to favour. Also make sure the school applies adjustments (extra time, differentiated marking, etc.). The child needs consistency across all their learning environments.
Trap no. 4: correcting every written error immediately and systematically
Your child shows you their homework. You see three mistakes in the first line. Your first reflex: point them out straight away. It is instinctive, maternal or paternal, logical. It is also counterproductive.
Immediate and massive correction produces several negative effects:
- It creates cognitive overload: the child does not know where to start.
- It reinforces the feeling of incapacity: « I get everything wrong ».
- It does not help genuine progress, because the dysorthographic brain needs to process one or two targets at a time, not ten.
Why is this a trap? Constantly receiving massive corrections makes the child lose interest in writing and lose the confidence they have left.
What to do instead: Choose one or two categories of errors to focus on this week (for example, subject-verb agreement, or invariable words). Let the others pass. This « progressive and targeted » approach is far more effective than an exhaustive hunt for errors.
Trap no. 5: forgetting that dysorthography also affects self-esteem
Dysorthography is often spoken of as a « school » disorder. But its consequences go well beyond grades. The child accumulates negative remarks (« watch your spelling », « another mistake »), compares themselves to classmates constantly, and ends up believing they are « hopeless at French » or « not clever ».
This damage to self-esteem is just as important to address as the disorder itself.
Why is this a trap? A child in emotional distress does not learn. Anxiety blocks memorisation and worsens performance.
What to do instead:
- Regularly value their strengths (« you have lovely handwriting », « you always come up with good ideas »).
- Show them examples of famous people who are dysorthographic or dyslexic (writers, entrepreneurs, scientists). This takes the drama out of it and broadens their horizons.
- Normalise the disorder: « You have a particular way of doing things, not a disability. And you will find ways to adapt, like many people do. »
- Celebrate small victories. A word mastered, a sentence without errors: these are worth highlighting.
Trap no. 6: offering ill-suited memory aids or tools
You have seen a spell-checking app. You install it, convinced it will transform your child’s life. Or you buy them a large poster listing all the spelling rules, thinking it will be enough to simply look at it.
The tool itself is never « the » solution. Worse, a poor tool can reinforce dependence or confusion.
Why is this a trap? Dysorthographic children are not short of resources; they need tools that they understand and accept. A complicated app or an overly dense poster will be ignored.
What to do instead:
- Test the tool with your child before using it more widely.
- Favour tools that they choose or co-create with you (a personalised word notebook, an illustrated dictionary at their level).
- Keep digital tools as support, not miracle solutions.
- Make sure the tool teaches, not just corrects.
Trap no. 7: separating spelling learning from the pleasure of reading and writing
Many families mentally separate « learning spelling » (a dull duty, a list of words) from « reading and writing for pleasure » (stories, comic books, newspapers).
This is a major mistake. Spelling is also—and above all—learnt through exposure. When you read regularly, you see words written correctly, and you build spelling intuitions.
Why is this a trap? If the child associates « spelling » with « boredom and effort », they will reduce their time spent exposed to written text. As a result, they become trapped in a negative loop.
What to do instead:
- Encourage reading for pleasure every day. Comic books, manga, light novels, articles about their passions—all formats count.
- Read together, aloud, discussing the content.
- Write with them: annotated shopping lists, messages to friends, creating stories. The key is for writing to become a tool for communication, not an exercise in correction.
- When you notice good spelling, point it out enthusiastically: « Oh look, you wrote ‘exception’ correctly! »
Summary: towards a suitable parenting stance
Helping a dysorthographic child is not about « saving » them from their mistakes. It is about supporting them in:
- Understanding that their disorder is not a personal failing.
- Developing practical and playful strategies suited to their profile.
- Rebuilding a positive self-esteem, despite spelling difficulties.
- Access to tools (professional, technological, relational) that free them from unnecessary obstacles.
You cannot « cure » dysorthography. You can create an environment where the child feels supported, where writing remains a pleasure, and where small progress is visible and celebrated. That is what makes the real difference.
Going further
- Fédération Française des Dys: offers resource sheets and guides for parents facing written and oral language disorders.
- INSERM (Institut National de la Santé et de la Recherche Médicale): publishes scientific summaries on the origins and mechanisms of developmental disorders, including dysorthography.
- MDPH (Maison Départementale des Personnes Handicapées): helps with referral to professionals and with preparing files for school adjustments (extra time, scribe, etc.).
