Dysorthographia exercises for secondary school

From Year 8 to Year 10, the dysorthographic pupil faces more demanding grammatical spelling, longer written assignments and preparation for the GCSEs. At this age, they also want more independence. Here are exercises and strategies designed for a teenager, which they can use on their own.

A teenager in charge of their progress

At secondary school, teenagers increasingly resist having a parent check their homework. Exercises should therefore be presented to them as tools that make their life easier. Letting them choose the methods they prefer increases the chances they will use them.

It helps to start from their own goals: a better mark in English, fewer comments on their work, a successful essay. Solutions found together make more sense. The adult becomes a support rather than a checker. They help find resources without doing the work in the teenager’s place. The page dysorthographia at secondary school presents the general framework.

More complex agreements

At secondary school, the pupil meets harder agreement rules: past participle with “avoir”, agreement of colour adjectives, agreements in long sentences. A sheet of rules, with a simple example for each, can stay in their folder. They keep it open next to their work.

To practise, they can correct sentences containing a deliberate error, explaining the rule. This detective work is often more motivating than standard exercises. It also builds vigilance when proofreading. The pupil can even invent tricky sentences for a classmate. The page on the past participle sets out the main rules.

Writing a long essay

Year 10 essays require a well-organised text with several paragraphs. The dysorthographic pupil can practise making only the plan, in ten minutes, on several topics. This stage is essential and is not hampered by their spelling difficulties.

They then write on the computer or by hand, paragraph by paragraph, rereading each one. A bank of linking words, such as “cependant”, “ensuite” or “en effet”, correctly spelt, helps them structure their text. They find them again from one topic to the next. Over time, they write them without hesitation. The essay writing has its own dedicated page.

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Revising spelling for the GCSE exams

The French GCSE exam includes a dictation and a writing task. Arrangements, such as extra time or an adapted dictation, can be requested in advance. It is helpful to practise under the conditions provided.

For the dictation, one can work on past exam papers, spotting typical difficulties: agreements, homophones, past participles. The pupil learns to spot these traps before even writing. They then reread with their checklist. Each past paper worked on shows them that the same traps come up often. The page GCSE dictation sets out the possible adjustments.

Foreign languages

English and the second modern language add new spellings to memorise, sometimes very different from the spoken form. The dysorthographic pupil can favour learning through speaking and images before writing. Vocabulary cards showing the word, its pronunciation and a drawing help them remember.

Vocabulary apps with audio allow frequent revision, a few minutes a day. The pupil can also record their own lists. It is helpful to ask that spelling be assessed flexibly in these subjects. The page dysorthographia and foreign languages explores this point further.

Tools that support independence

At secondary school, many dysorthographic pupils use a computer, an advanced spell checker or voice dictation. Using them is not cheating; it is compensating. With a little practice, they become real levers for writing better.

The pupil needs to learn to check the spell checker’s suggestions, as it can make mistakes. They can also use text-to-speech to reread their work, listening to their text. The ear sometimes spots errors that the eye does not see. This is especially true for forgotten or doubled words. The page Antidote and dysorthographia presents an example of a spell checker.

Supporting the secondary school pupil

Speech and language therapy can continue or be spaced out at secondary school, depending on needs. An occupational therapist can help master digital tools, and a psychologist can help rebuild confidence. These activities at home sit alongside this support.

The ProfessionnelsDys directory makes it possible to find these professionals by profession and by town, specifying that they see teenagers. Involving the pupil in choosing the professional helps them commit. The page guidance after Year 10 covers what comes next.