Adapting a document for a child with dysorthography

A well-presented document can greatly ease the work of a child with dysorthography, especially if they also have reading difficulties. Font, size, line spacing, layout: a few simple rules make a text more readable and less tiring. Here is how to adapt a document, for teachers as well as parents. A few simple rules make a big difference.

Why adapt

A dense document, with a small font and cramped lines, requires considerable reading effort. For a child with dys-difficulties, this effort adds to their existing challenges and quickly tires them. Reading becomes an effort.

An adapted document allows them to concentrate on the content, rather than on decoding. They understand better and work more efficiently. They can focus on meaning.

These adaptations, moreover, benefit all pupils, not just those with dys-difficulties. Everyone gains.

Font and size

Opt for a sans-serif font that is simple and readable, such as Arial, Verdana or Century Gothic. Avoid decorative or italic fonts. Simplicity is the rule.

Use a sufficient font size, generally between 12 and 14 points. For young children or children who also have dyslexia, a larger size can help. Size matters.

Some fonts specially designed for dyslexic readers exist, but their effectiveness varies from child to child. Test them with your child. Every child is different.

Line spacing and spacing

Greater line spacing, for example 1.5, airs the text and makes reading easier. The lines are less cramped, and the eye is less likely to lose its place. Space helps the eye.

Slightly increased spacing between words and letters can also help some children. These adjustments are simple.

Avoid justified text, which creates uneven gaps between words. Prefer left alignment. Left alignment is preferable.

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Layout

Give the document room to breathe: short paragraphs, clear headings, spaces between sections. Avoid overcrowded pages. Good layout is essential.

One instruction per line, numbered if possible, helps the child understand what to do. Important words can be set in bold. One instruction per line helps a great deal.

Pictograms or colours can also signal the type of task: read, write, circle. These visual cues guide the child. See reading instructions.

Exercises

For exercises, leave enough space for answers, with well-spaced lines. A child who writes large or slowly needs room. Space for answers matters.

Gap-fill, multiple-choice or matching exercises reduce the amount of writing and allow the child to focus on the objective. These formats reduce written work.

See dysorthography and tests. They target the essentials.

Digital

A digital document offers even more possibilities: the child can enlarge the text, change the font, and use text-to-speech to listen to it. Digital formats offer many options.

Providing documents in digital form is therefore often a good solution, especially at secondary school. It is often a good solution.

See the software. The pupil can adapt materials themselves.

At school and at home

At school, adapting documents can be provided for in the PAP. Teachers can adapt their materials, or provide digital versions that the pupil adapts themselves. The teacher can adapt.

At home, you can copy out or retype certain important documents, such as lessons to learn, in a more readable format. This work is worthwhile.

See PAP and dysorthography. Important lessons first.

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Questions that keep coming up

Which font for a child with dys-difficulties ?

A sans-serif font that is simple and readable, such as Arial or Verdana, in size 12 to 14. Specialised fonts can help some children. Readability comes first.