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the no.1 media on Dys disorders
Copying each word ten times, reciting lists, redoing dictations: these classic methods tend to work poorly with a child who has dysorthographia. Fortunately, there are other ways to learn spelling, more active, more visual and more playful. Here are the main ones, and how to use them at home alongside remedial therapy. Simple methods, tested by many speech and language therapists.
Traditional methods often rely on repetition: copying a word several times, reciting a list, redoing the same dictation. They work for many children, but not for a child with dysorthographia. These methods have proven their worth for the majority of pupils.
In his case, mechanical repetition leaves only a weak trace in memory. Attention wanders, copying becomes automatic, and the word is not really learnt. Other approaches are therefore needed, ones that engage the brain more fully. Repetition alone is not enough.
The methods that work often have one thing in common: they make the child active, give meaning to words and call on several senses at once. These three ingredients make the difference.
Many children with dysorthographia remember what they see better. Visual methods aim to make the image of the word more striking: colouring the tricky letter, enlarging the difficulty, boxing in the part to remember. These visual cues stay in memory for a long time.
Illustrated spelling goes further: it incorporates a small drawing into the letters of the word, linked to its meaning. For example, drawing a flame in the “mm” of “flamme” (flame). The associated image stays in memory. Funny drawings are often the best remembered.
Mind maps and colourful cards also help to organise rules. These materials are easy to make at home. See illustrated spelling and learning with colours.
The multisensory methods combine several senses to learn a word: sight, hearing, touch and movement. The more channels are engaged, the more solid the trace in memory. Each sense reinforces memory.
In practice, the child can look at the word, spell it out loud, write it in the air with a finger, then in sand or on a slate, before writing it on paper. They can also type it on a keyboard or form it with movable letters. These simple actions make learning more lively.
These methods are particularly suited to children who need to move and handle things. They are often used by speech and language therapists in sessions. They also suit many other children.
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A word that makes sense is easier to remember than a string of arbitrary letters. Explaining the origin of silent letters helps a great deal: the “t” of “chat” (cat) is found in “chaton” (kitten), the “d” of “grand” (big) in “grande”. These explanations make spelling more logical.
Word families are a powerful tool. Once the child knows “dent” (tooth), they can work out “dentiste” (dentist), “dentaire” (dental), “dentition” (dentition). One spelling learnt sheds light on several. This network of words greatly eases memorisation.
Etymology, the history of words, can also fascinate some children. Knowing that “temps” (time) comes from the Latin “tempus” gives a reason for that surprising “p”. This curiosity can become a real pleasure. See memorising invariable words.
To retain things over the long term, it is not enough to learn well: you must review regularly. Spaced revision means reviewing a word at longer and longer intervals: on the same day, the next day, three days later, one week later. This principle is recognised by memory research.
This method is one of the most effective for memory. It takes little time each session, but it must be regular. A few minutes each time is enough.
You can use small cards: the word on one side, to be written from memory, and its correction on the other. Cards that are known well move to a box that is reviewed less often. This box system is simple and motivating. See learning a word list.
Play allows learning without pressure. Letter games, adapted crosswords, hangman, board games based on words: anything goes for handling spelling in a relaxed way. The child learns without even realising it.
Detective games work well too: finding the mistake in a sentence, spotting the odd one out in a list, correcting the errors in a text written by an imaginary character. Children really enjoy these games.
There are also apps and online games devoted to spelling. Choose them carefully, and limit screen time. The game must remain a pleasure. See spelling games.
There is no miracle method that works for every child. Each child with dysorthographia has their own profile, strengths and preferences. Some are very visual, others learn better by moving or talking. Every child has their own way of learning.
Try several approaches, observe what works, and keep what succeeds. Ask advice from the speech and language therapist, who knows your child’s profile well. The speech and language therapist is a valuable ally.
Above all, make sure the methods used at home, at school and in remedial therapy are consistent. Consistency strengthens effectiveness. See remedial therapy.
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Rarely for a child with dysorthographia. Repeated copying becomes mechanical. It is better to look at the word, spot the difficulty and write it from memory, with spaced revision. Active methods are more effective.
There is no universal method. Try visual, multisensory and meaning-based approaches, and keep what works. The speech and language therapist can guide you. Observe what works best.
No, they complement it. Speech and language therapy remains essential in cases of dysorthographia. These methods help extend the work at home. They are a valuable complement.
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