Dysorthographia exercise: writing composition

For a child with dysorthographia, writing compositions is often an ordeal. They have ideas, but the effort of writing without mistakes blocks them. Their texts are short, poor and full of errors, which does not reflect their imagination. Here are exercises and methods to separate ideas from spelling and help them write with enjoyment.

Why writing gets stuck

Writing requires finding ideas, organising them, building sentences and writing them correctly, all at the same time. For a child with dysorthographia, spelling absorbs a large part of their attention. Not enough is left over for the rest. They may then stay in front of the blank page for a long time.

To limit mistakes, they often choose simple words and short sentences. Their text seems poor, whereas their spoken language is rich. This gap can be frustrating for them and for the teacher. The child senses that they could say much more. The page dysorthographia and writing describes these difficulties.

Separating the stages

The key is to separate searching for ideas from writing. At first, the child looks for their ideas orally, or notes them down in a few words, without worrying about spelling. They can also draw or make a mind map. The important thing at this stage is not to censor anything.

Then, they organise their ideas into a simple plan: beginning, middle, end. Only after that do they write. Each stage demands less attention than the whole. The child moves forward without feeling overwhelmed. The page mind maps shows how to use this tool.

Dictating a first draft

The child can dictate their text to an adult or to voice dictation software. They can thus focus on their ideas and sentences, without the burden of handwriting. Their text is often much richer than if they had written it themselves.

They then copy out the text, or rework it on the computer, concentrating on spelling. This method shows them that they are capable of writing good texts. It restores their confidence. Many children are surprised by the quality of their own text when they read it back. Our page on voice dictation presents the possible tools.

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A word bank

Before writing, you can prepare with the child a list of useful words for the topic, correctly spelt. For a pirate story: “boat”, “treasure”, “captain”, “island”. The child consults it while writing.

This word bank reduces the number of errors and enriches the vocabulary of the text. The child dares to use richer words, since they know how to spell them. You can also add linking words, such as “afterwards” or “suddenly”. It becomes a valuable tool. It can be kept and added to for later topics.

Writing short and well

A short, careful and proofread text is better than a long, illegible one. You can set a goal of a few sentences, which the child writes with care. The aim is quality, not length. A text of five well-written sentences is a real achievement.

The length is gradually increased, as successes accumulate. The child gains confidence in seeing that they can produce a text they are proud of. Their texts naturally get longer over time. They dare more when they know they can succeed. The page writing in everyday life offers opportunities to write.

Proofreading in two stages

After writing, the child first proofreads for meaning: is their story clear, do the ideas follow on from one another? Then they proofread for spelling, using their checklist. These two proofreadings should not be mixed together.

It is important to value the content first, before correcting the form. The child needs to know that their ideas matter. Spelling corrections come afterwards, limited to a few points. Too many corrections at once discourage more than they teach. This double proofreading is explained on the page about proofreading.

Writing: adjustments and follow-up

At school, adjustments can help: use of a computer, a word bank, assessment that does not penalise spelling on content. They can appear in an individual support plan. These methods at home complement them. They help prepare the child to use these aids at school.

The speech and language therapist can also work on written production, in connection with spelling. The directory ProfessionnelsDys can help you find one near you. The page dysorthographia and shame about writing addresses the emotional side.