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Dysorthographie.fr a media powered by
the no.1 media on Dys disorders
A sentence that begins without a capital letter, a first name written in lower case, or, on the contrary, capital letters placed in the middle of words: these errors are common among children with dysorthography. They seem simple to correct, and yet they persist. Here is why, and how to help your child develop the habit of using capital letters. A simple habit to establish with a bit of method.
Errors with capital letters take several forms. The most common is forgetting one at the start of a sentence, often linked to the absence of a full stop. When a child does not know where their sentence begins, they do not know where to put the capital letter. The two difficulties are linked.
Forgetting capitals on proper nouns is also very common: first names, names of towns and countries. The child writes « paris » or « lucas » without thinking. These omissions are very frequent.
More rarely, some children put capital letters in the middle of words, or mix upper and lower case printed letters within the same word. These errors may reveal difficulties with motor skills or visual perception. In such cases, a professional opinion may be useful.
As with punctuation, capital letters take a back seat when the child is absorbed by the spelling of words and the meaning of what they are writing. Their working memory is overloaded, and this detail is forgotten. This detail then slips through the net.
A capital letter at the start of a sentence also depends on mastering the full stop. If the child struggles to divide their writing into sentences, they will inevitably struggle with capital letters too. Working on one helps master the other. See dysorthography and punctuation.
Finally, the rule for proper nouns requires knowing what a proper noun is, which is not always clear to young children. This concept deserves to be explained.
The best way to approach the capital letter at the start of a sentence is to systematically link it to the full stop. One full stop, one capital letter: they are an inseparable pair. This pair quickly becomes a habit.
Teach your child to check, at each full stop, that the following word does begin with a capital letter. This double habit is practised at the same time. This double check is simple and effective.
A small visual cue can help: drawing an arrow from the full stop to the next capital letter during the first exercises. These visual markers help a great deal at the beginning.
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For proper nouns, help your child understand the difference from common nouns. A proper noun refers to a unique person, place or thing: a first name, a town, a country, a river. This distinction is easy to explain.
Ask them to find the proper nouns in a text and circle them. Then ask them to check that they have a capital letter in their own writing. This active spotting helps with memorising.
Start with the proper nouns they use most: their first name, those of their family, their town. These are the easiest to remember. Familiar names are a good starting point.
When it is time to proofread, set aside a passage dedicated to capital letters. The child checks the beginning of each sentence, then looks for the proper nouns in their text. This check is quick.
This proofreading can be combined with that for punctuation, since the two are linked. Reading the text aloud helps spot the start of sentences. The two checks are done together.
A simple proofreading grid, with a « capital letters » box, reminds them to make this check. These small tools help build habits. See my child forgets agreements.
If your child mixes upper and lower case letters in the middle of words, or struggles to form capital letters in joined-up writing, the difficulty may come from the handwriting movement rather than from spelling. These difficulties fall within the remit of other professionals.
These difficulties may suggest dysgraphia, a disorder of the handwriting movement. An assessment by an occupational therapist or a physiotherapist specialising in motor skills may then be useful. An assessment helps to get to the bottom of things.
Speak to the GP or the speech and language therapist, who can point you in the right direction. They will be able to advise you. See who to consult.
On a computer, most word processors automatically add a capital letter at the start of a sentence after a full stop. This is a valuable aid for children who often forget. This automatic help is a great relief.
Spell checkers also flag some proper nouns written without a capital letter. The child can thus spot and correct their omissions. These flags help them correct themselves.
These aids do not replace learning, but they relieve the child and allow them to concentrate on the rest. They free up attention for everything else. See the spell checker.
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Because their attention is taken up by spelling and meaning. A capital letter at the start of a sentence also depends on mastering the full stop. Linking the two helps a great deal. This habit forms with practice.
Help your child understand that a proper noun refers to something unique, and start with the names they use most: first names, town, country. Everyday names are the easiest.
It may reveal a difficulty with the handwriting movement. If it is frequent, speak to the GP, who can suggest a suitable assessment. An assessment will help you get a clear picture.
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