You have probably seen this scene: your child with dysorthographia, sitting at the table, copying the word ‘aujourd’hui’ or ‘développement’ fifty times. Parents mean well. Teachers often prescribe these lists. Yet research shows that this traditional practice is not enough, and can even increase frustration without really improving dysorthographia. Let us explain why, and what should be done differently.
The myth of mechanical repetition
Dysorthographia is not a matter of ‘laziness’ or ‘lack of effort’. It is a specific learning disorder affecting the acquisition of spelling, which impacts the cognitive processing of written rules and forms. Asking a child to copy the same word a hundred times assumes that they will manage to ‘record’ it through mechanical repetition.
However, this is a dangerous belief. Here is why:
- Lack of meaning: copying without understanding the rule does not activate spelling memory. The child with dysorthographia traces the letters, but their brain does not create a stable link with the structure of the word.
- Cognitive load: mechanical copying quickly exhausts. The child focuses on the motor action and loses sight of the spelling information itself.
- No transfer: even if the child ‘recites’ the word for the Friday test, they forget it by the following Tuesday. Worse still, they cannot use it in a new context (in a sentence, in a different exercise).
The teaching error: confusing knowledge with rote memorisation
Word lists assume that spelling is a matter of memory. This is partly true. However, dysorthographia reveals that memory alone is not enough: the child also needs to understand how the word works and why it is spelt that way.
Take a concrete example: ‘accommodation’ (with two ‘c’ and two ‘m’). If the child copies this word 50 times without ever exploring where it comes from or how it is built from its parts, repetition alone will not embed this knowledge. It will remain superficial, fragile, and forgotten as soon as there is a little stress (surprise test, time pressure, tiredness).
By contrast, an approach that links the word to its etymology, its morphological structure or an explicit rule creates much stronger cognitive bridges.
The real limits of lists: what do we observe in practice?
Frustration grows quickly. A child with dysorthographia who spends 45 minutes copying lists, then still fails the test, develops deep demotivation. They think: ‘I worked hard, I copied it a hundred times, and it was no use. I am hopeless.’ This is a message of failure, not of learning.
The time invested is huge for a weak result. Forty-five minutes of intensive copying is time lost for other forms of learning (reading, writing, exploring structures, educational games). For a child with dysorthographia who is already behind, this is a costly luxury.
No cognitive compensation emerges. Copying does not teach the child to use alternative strategies (looking things up in a dictionary, checking with a digital tool, recalling a mental image of the word). It locks them into dependence on pure memorisation, where dysorthographia makes success impossible.
What not to do: the pitfalls to absolutely avoid
Do not increase the lists ‘to make up for lost ground’
Some parents or teachers believe that if 20 words are not enough, 50 words will solve the problem. This is wrong. It increases the load without changing the mechanism. Dysorthographia + massive lists = exhaustion, not progress.
Do not blame the child for having ‘forgotten’ the word
If your child tells you ‘Mum, I copied ‘développement’ a hundred times, but I still wrote ‘développemeent’ in the exam’, this is not a lack of goodwill. It is a hallmark of the disorder itself. Reproaches will change nothing; they will only damage self-esteem.
Do not let lists replace a real learning plan
Lists are easy to hand out (it is passive for the teacher), but they are not pedagogy. They do not replace a genuine strategy: exploring roots, word games, writing in context, individualised feedback, use of compensatory tools.
So, what should replace lists?
The morphological and etymological approach
Instead of ‘memorise ‘automobile”, explore: ‘auto’ (self) + ‘mobile’ (that which moves). Why two ‘l’ in ‘aller’? Because it is old, a verb from the Latin ‘ambulare’. These connections create understanding, not just copying.
Writing in context and guided production
Rather than isolated lists, work with words in sentences, short stories and dialogues. The child sees the word ‘in action’. Their memory embeds it better. And there is meaning and enjoyment, not just dull homework.
Controlled use of digital tools
A proper spellchecker, an online dictionary or an intelligent app do not replace learning. But they allow the child to write without getting stuck, and then to revise. It is realistic learning: in real life, adults use tools too.
Metacognition: learning to learn
Teaching the child to observe their own mistakes, and to ask themselves ‘Why do I make this error? Is it a confusion of letters? A forgotten rule? A limit of my memory?’ builds transferable strategies. It is active, it is reflective, and it is genuine progress.
How to help your child with dysorthographia without guilt
If you have set lists for your child, do not blame yourself. You had the best intentions. But from today onwards:
- Limit lists to 8-10 words at most, each explored in depth (origin, rule, example sentence).
- Turn the ‘lesson’ into a game, a discussion or a creative activity (invent a sentence with the word, draw a difficult word, use a fun mnemonic).
- Accept digital tools as legitimate aids, not ‘cheating’.
- Do not turn homework into a zone of conflict. Dysorthographia + tension = guaranteed cognitive blocking.
When school does not move: the importance of dialogue
If the school continues to overwhelm your child with lists, ask for a meeting. Explain that you understand the reasoning, but that research shows its limits for dysorthographia. Propose alternatives. Raise the question with the class teacher, the speech and language therapist (if there is one), and the educational team. Coherent support between school and home makes all the difference.
Frequently asked questions
My child finds the word lists ‘easy’: is that a good sign?
Not necessarily. If copying is easy but test results remain weak, this shows that the child is copying without really processing the spelling. It is a warning sign: the strategy needs to change, rather than carrying on because it seems ‘easy’.
Can word lists help a little, at least as support?
Yes, if they are short (5-8 words), actively explored and combined with other strategies. On their own and in large quantities, they are of no use. Combined with context, meaning and tools, they can be a minor supplement, but not the backbone of learning.
How do I convince the teacher that lists do not work?
Bring evidence: show that your child has copied a word 100 times, still gets it wrong, and that when you work differently (etymology, games, sentences), the results are better. Receptive teachers will listen. Others may be persuaded by official resources (ask the speech and language therapist or consult official teaching recommendations).
To go further
- La Fédération Française des Dys (FFDys) offers research-based resources and teaching guides, with factsheets on best practice for dysorthographia.
- L’INSERM has published syntheses on specific learning disorders of spelling and scientifically validated teaching approaches.
- L’APHP (Assistance Publique – Hôpitaux de Paris) provides clinical and educational resources on dysorthographia and its multidisciplinary follow-up.
