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the no.1 media on Dys disorders
Dysorthographie.fr a media powered by
the no.1 media on Dys disorders
Dysorthography is still poorly understood, and misconceptions die hard. They hurt the children concerned, make parents feel guilty and often delay the introduction of suitable support. Here are the most common ones, and what we really know. Use them to respond calmly the next time you are told that your child "just needs to try harder". For each one, we offer simple arguments to counter it.
This is probably the most widespread misconception, and the most unfair. A child with dysorthography often actually makes far more effort than their classmates for a poorer result. They revise their words, redo their dictations and spend more time on their homework. The problem is that these efforts do not produce the results expected. Many children with dysorthography even spend more time on their homework than the others.
Dysorthography is a neurodevelopmental disorder, linked to how the brain functions. It has nothing to do with willpower or motivation. Telling the child to "pay more attention" solves nothing, and can even make matters worse by putting them under pressure. Pressure adds stress, and stress increases the number of mistakes.
After hearing again and again that they don’t make any effort, the child may eventually give up: what’s the point of working if it gets them nowhere? This is why it is so important to acknowledge their efforts, even when the results have not yet followed. A discouraged child works less, which reinforces the original misconception: it is a vicious circle. See the causes of dysorthography.
Reading does help to memorise the spelling of words, that is true. However, in a child with dysorthography, it is not enough. Many of them read a great deal and yet still make numerous mistakes. Their memory for words is precise enough to recognise them when reading, but not to write them. They can therefore read an entire novel without difficulty, then make many mistakes when writing a few lines.
Writing a word requires retrieving it letter by letter, without any cues. This is far more difficult than recognising it on a page. A good reader can therefore quite easily be dysorthographic. Quick reading relies on an approximate image of the word, whereas writing demands an exact one.
Reading remains an excellent habit, to be encouraged with enjoyment and without pressure. But it is not a miracle solution, and it does not replace remedial therapy. Offer them reading material that they genuinely enjoy, so that it stays a pleasure rather than a chore. See dysorthography without dyslexia.
Dysorthography is a lasting disorder. It does not disappear on its own with age, even though the child makes progress over time and with practice. Waiting for it to pass often means losing precious years. The longer one waits, the more bad experiences the child accumulates and the more self-confidence they lose.
Without suitable support, the difficulties can become even more noticeable at secondary school, when the amount of writing increases and spelling demands become stricter. Some children who coped well in primary school suddenly fall behind in Year 7 or Year 10.
With remedial therapy and adjustments, the child makes considerable progress and learns to compensate. Some difficulties often remain into adulthood, but they do not prevent success. The aim is therefore not to make the disorder disappear, but to give the child the means to succeed despite it. See dysorthography in adults.
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No. Dysorthography is caused neither by upbringing, nor by a reading method, nor by a teacher. It has neurological and partly genetic causes, present even before literacy is learnt. Research shows a significant genetic component, which explains why other people with dys- conditions are often found within the family.
Of course, the environment matters: a child surrounded by books and well supported will find things easier. But a favourable environment does not make a disorder disappear, and a less stimulating one does not create one. Two children raised in the same way can, moreover, have very different levels of spelling.
Parents often feel guilty, wrongly. What matters is not where the disorder comes from, but what is done to help the child from today onwards. Your involvement now is what will make the difference for your child. See dysorthography: is it hereditary.
This is untrue. Dysorthography affects specific functions, linked to processing sounds and to the memory of written words. It has no connection with general intelligence. By definition, a specific disorder is only diagnosed if intelligence is within the normal range. The assessment precisely checks that the child’s general abilities are within the norm.
Many children with dysorthography are lively, curious, creative, and comfortable with speaking or reasoning. Some are even highly able. Their written work simply does not reflect their abilities. They sometimes also have particular talents in drawing, music, sport or logical reasoning.
Judging a child by their spelling means missing out on who they really are. Looking beyond the mistakes makes it possible to discover everything the child is capable of. See dysorthography and intelligence.
Some worry that the spellchecker will make the child dependent and stop them from learning. In fact, when used well, it is a learning tool. The child sees their errors, reads the explanations and chooses the correct version. In this way they learn to spot their most frequent mistakes, which eventually improves their spelling.
Above all, the spellchecker allows them to concentrate on the content of what they write, instead of exhausting themselves over every word. They can finally produce texts that match their ideas. Many dysorthographic adults use a spellchecker every day at work, and that is perfectly normal.
Remedial therapy continues alongside to improve their spelling. The two approaches complement each other; they do not oppose one another. The speech and language therapist can help choose the right tool and learn how to use it properly. See the spellchecker.
Adjustments do not give the child with dysorthography an advantage. They compensate for a disadvantage, so that they can show what they really know. Not penalising spelling in history means assessing their knowledge of history, not their disorder. The aim is to measure what the child has learnt, not the severity of their disorder.
It would not seem unfair to anyone for a short-sighted child to wear glasses in class. Adjustments for dys- disorders work in the same way: they restore equal opportunities. Nobody would ask a child in a wheelchair to climb the stairs like the others in order to be fair.
Explaining this principle to other pupils, in simple words, often helps to avoid hurtful remarks. Children usually understand this principle very well when it is explained to them simply. See PAP and dysorthography.
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No. It is a disorder linked to how the brain functions. Children with dysorthography often work harder than others, but their efforts are not enough to compensate for the disorder without suitable support. Recognising these efforts is essential so that they keep their motivation. Value these efforts, even when the marks have not yet improved.
No, it is a lasting disorder. But with remedial therapy, adjustments and tools, the difficulties decrease considerably. Most dysorthographic adults have found strategies and lead entirely normal working lives. Many have developed strategies that allow them to compensate effectively.
Simply explain that dysorthography is a recognised disorder, linked to how the brain functions, and that it has nothing to do with laziness or intelligence. The assessment report and reliable resources can help convince even the most sceptical. You can also suggest they find out more from parents’ associations or professionals.
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