Every week, the same scenario plays out in classrooms: the teacher takes out the dictation sheet, children with dysorthographia feel their hearts race, and after marking, comes the disappointment. A low mark. A feeling of incompetence. Yet dysorthographia is never an indicator of a child’s intellectual level. The problem is not the pupil — it is the way they are assessed.
The illusion of the dictation: measuring spelling, not intelligence
A dictation tests just one thing: the ability to memorise and reproduce spelling rules in real time, under pressure. It is a very specific skill, no more and no less. Intelligence, however, is a much broader concept. A child with dysorthographia may have an exceptional understanding of a text they have read, an impressive range of vocabulary, impeccable logic — and still fail the dictation.
The major mistake that many schools make is confusing mastery of spelling with overall academic level. A mark of 6/20 in a dictation does not mean that the child understands nothing of the French language. It means that their spelling processing system works differently.
This particular neurological system in no way reflects their creative potential, critical thinking, ability to solve complex problems or emotional intelligence. Yet parents and teachers alike tend to generalise: a poor spelling mark = weak pupil. This is a dangerous cognitive trap.
Do not confuse dysorthographia with intellectual laziness
A very widespread myth persists: the idea that the child with dysorthographia “does not make enough effort” or “is not concentrating enough”. Parents and some teachers believe that dysorthographia is a matter of willpower, and that with more dictations and more word lists to memorise, the problem will disappear.
This is untrue. Dysorthographia is a neurodevelopmental disorder, just like dyslexia or dyscalculia. The brain of a person with dysorthographia processes spelling information differently. No amount of additional practice will “fix” this — although, of course, specialist support does help children progress and develop strategies.
The danger of this myth? It makes the child feel guilty, leading them to believe that they are “stupid” or “lazy”. Confusing dysorthographia with a lack of willpower creates lasting school trauma and destroys self-esteem. And damaged self-esteem makes future learning infinitely harder.
The problem with French marks: they penalise form, not substance
Consider the written work of a child with dysorthographia on a composition topic: the idea is brilliant, the reasoning is well structured, the vocabulary is rich. But the spelling is approximate. What happens? The teacher deducts marks. Many marks. Sometimes 30% of the grade disappears through spelling penalties.
Is this justified? That is the real question. In maths, if a child solves a problem correctly but makes a calculation error at the end, do they receive the same penalty? No — often they are awarded most of the marks for their reasoning. So why not in French?
The reality: assessment systems weigh spelling heavily, to the detriment of comprehension and the quality of thinking. For a child with dysorthographia, this is a double penalty: they must struggle not only with their disorder, but also with a system in which their disorder is very visible and very heavily penalised.
Traditional dictations: a false educational tool
Let us step back. What are dictations really for? Historically, they were designed to reinforce the memorisation of spelling rules. Today, with digital spell-checkers and writing aids, the question becomes relevant: is the purpose of school to teach children to memorise spelling, or to communicate effectively?
Spelling should not be abandoned. It remains important. But the question is: how do we teach and assess it fairly, especially for a child whose brain works differently?
Traditional dictations, particularly those read aloud in real time, simultaneously require:
- Rapid auditory comprehension
- Mental translation of sound into written form
- Instant memorisation of complex rules
- Correct motor execution
- All of this under time pressure
For a child with dysorthographia, this is an obstacle course. Not because they lack intelligence, but because their brain processes each step differently, more slowly, or with more mental resources mobilised.
How can this educational unfairness be remedied?
Alternatives exist and are gaining ground in inclusive schools. Instead of the traditional dictation, why not use:
- Prepared dictations: the child knows the text in advance and can study it. This tests memorisation, not time pressure.
- Gap-fill dictations: they ask the child to complete the missing words, reducing the cognitive load.
- Conversational dictations: the teacher discusses the text with the child, which makes it possible to assess comprehension.
- Spelling multiple-choice questions: the child must recognise the correct spelling among several options.
- Free writing with guided proofreading: this assesses the ability to self-correct with support, rather than raw performance.
None of these alternatives is “less rigorous” than a classic dictation. They simply measure different skills, in a fairer way for children whose brains work differently.
The role of parents: not making things worse
At home, many parents embark on an intensive “remediation” race. Dictation after dictation. Word lists to copy out fifty times. Daily spelling exercises. Helping a child with dysorthographia at home without falling into common educational traps is a crucial question: help must not become a punishment.
The most frequent mistake? Increasing the pressure. Shouting at the child on seeing a poorly completed dictation. Reproaching them for “not paying attention”. Imposing hours of spelling revision on top of already heavy homework.
This creates a vicious circle: the more you push, the more anxiety increases, and the more writing performance deteriorates. This is a well-established psychological principle. The child associates writing with failure and stress, and develops an aversion to the written word — which makes everything worse.
The role of parents is not to become a speech and language therapist at home. It is to create a supportive environment, to value efforts rather than results, and to help the child build on their hidden strengths, beyond spelling.
Dysorthographia and underestimated talents
Here is an interesting observation: many children with dysorthographia excel in areas that dictations do not measure. They are creative, inventive, good at oral expression, strong in logic, empathetic, and gifted in art or music. But because poor spelling marks drag down their overall average, these talents remain invisible.
School, in its current form, places enormous value on orthographically correct writing. This is a bias. The real world, for its part, values many other skills: creativity, adaptability, collaboration, resilience, critical thinking. None of these skills can be assessed through a dictation.
Frequently asked questions
Does dysorthographia mean that my child is not intelligent?
No, absolutely not. Dysorthographia is a learning disorder affecting the spelling system. It does not affect general intelligence, logical reasoning or creativity. Many children with dysorthographia have a completely normal IQ, or even one above average. Spelling is a technical skill, not a measure of intelligence.
Should dictations continue if my child has dysorthographia?
Dictations can continue, but not in their traditional form. Ask the school to offer adapted formats: prepared dictations, gap-fill dictations, or other assessments that test comprehension without excessive time pressure. The aim is to assess fairly, not to punish the disorder.
How can I explain to my child that their poor spelling marks do not reflect their worth?
Be honest and precise: “You have dysorthographia. This means that your brain processes spelling differently. It is not a question of intelligence or effort. Dictations measure just one thing: spelling. They do not measure your creativity, your intelligence, or your potential.” Illustrate this with concrete examples of their successes outside spelling.
To find out more
Official resources:
- Ministry of National Education — File on school inclusion: Consult the official recommendations on welcoming pupils with special educational needs, including children with dysorthographia. Teaching resources are made available for teachers.
- INSERM — Learning disorders and neuroscience: The National Institute of Health and Medical Research publishes scientific articles explaining the neurological bases of learning disorders, including dysorthographia, to better understand how the differently wired brain actually works.
- Fédération Française des Dys (FFDys): The leading French resource for families and professionals. It offers practical guides, training and support to adapt learning and assessment for children with dysorthographia. An essential port of call for finding local help.
