My child makes mistakes when copying

The text is on the board, or right next to them on the desk, and yet your child copies it with mistakes. Missing letters, distorted words, skipped lines: how is this possible when they have the model in front of them? Copying errors are a sign not to be overlooked. Here is what they can reveal and how to help your child. Understanding their origin is the first step towards helping them effectively.

Copying is more complicated than it seems

For an adult, copying a text seems simple. Yet it is a task that calls on many skills at once. You have to read the model, hold the words in memory, write them, then find the place where you stopped. Each of these steps can pose a problem for a child who is struggling.

An expert reader copies whole words, or even groups of words. They read “le petit chat”, keep it in mind and write it in one go. A struggling child, on the other hand, often copies letter by letter, making numerous back-and-forth trips between the model and their sheet. This difference in method largely explains the gap in speed and accuracy between children.

Each back-and-forth trip is an opportunity to lose one’s place, forget a letter or swap two. The slower and more fragmented the copying, the greater the risk of error. These mistakes are therefore the result of a costly method, not a lack of care.

What copying mistakes reveal

Copying mistakes are a valuable clue. If the child makes as many mistakes when copying as when writing alone, it is often because they do not recognise words at a glance. They have to decode them letter by letter, which points to a weakness in word memory. This sign should prompt thoughts of a difficulty in recognising and memorising words.

They can also reveal attention difficulties. A child who is distracted between glances at the model loses their place and makes careless errors, even on words they know. These errors are then more variable, depending on their tiredness and environment.

Finally, they may stem from visual or motor difficulties: trouble following lines, moving from the board to the exercise book, or a writing movement so effortful that it absorbs all their attention. An assessment makes it possible to distinguish these different causes, which require different kinds of support.

Copying from the board or copying from the desk

Copying from the board is particularly difficult. The child has to raise their head, read, memorise, lower their head, write, then raise their head again and find their place. This vertical back-and-forth movement is exhausting and a source of many errors. It is also the most frequent exercise in class, which weighs heavily on their days.

Copying from a model placed alongside is often easier, because the distance between the model and the sheet is shorter. If your child does noticeably better in this case, it is a useful clue. A seat at the front, facing the board, can also reduce the difficulty.

Observe in which situation they make the most mistakes. This information will help the teacher and professionals understand the difficulty. Note it down to pass on to the professionals. See dysorthographie and copying from the board.

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Signs that call for a consultation

Seek advice if copying mistakes are numerous and persistent beyond CP (Year 2), if your child is very slow at copying, or if their exercise books are incomplete because they do not have time to copy everything. These incomplete books then disadvantage them when revising their lessons.

Also be attentive to other signs: handwriting that is hard to read, pain in the hand, visual fatigue, skipped lines when reading. They may point towards other disorders than dysorthographia, such as dysgraphia or a visual disorder. These disorders can also occur alongside dysorthographia.

The GP can prescribe the appropriate assessments: speech and language, orthoptic, or even psychomotor or occupational therapy. These different assessments provide a complete picture of the situation. See who to consult.

Helping your child copy better

Teach them to copy whole words rather than letter by letter. They read the word, cover it, write it from memory, then check. At first it is slower, but they gain accuracy and speed with practice. This method also strengthens word memory, which helps spelling in general.

A visual marker helps them avoid losing their place: a finger, a ruler or a cover sheet that they slide under the line of the model. They can then easily find where they had stopped. This simple tool prevents skipped lines and forgotten words.

Break the copying into small pieces, with pauses. It is better to copy three correct lines than a page full of mistakes. Pauses also help maintain attention over time.

Adjustments at school

If your child has dysorthographia, copying can be considerably reduced at school. Photocopied lessons or lessons provided in digital form spare them from spending their energy copying and allow them to concentrate on understanding. They can thus save their energy for listening and taking part.

When copying is essential, a model placed on their desk rather than on the board, or a seat close to the board, can help. Extra time may also be provided. A model beside them reduces back-and-forth trips between the board and the exercise book.

These adjustments can be written into a PAP, so that they are applied by all teachers. These adjustments should be applied in all subjects. See PAP and dysorthographia.

Not to be confused with carelessness

Copying mistakes are often taken for carelessness: “they just need to look!”. Yet a child who is struggling does look, but their brain does not process the information as efficiently as others’. The effort they put in is often far greater than one might think.

Repeated remarks about their untidy exercise books can discourage them. They may end up no longer wanting to copy, or rushing to get it over with. This behaviour can then reinforce the idea that they are careless, when in fact they are discouraged.

Value their efforts and progress, and seek to understand the origin of their difficulties rather than asking them to pay more attention. A child who is understood is a child who regains confidence. See common misconceptions.

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Questions that keep coming up

Why does my child make mistakes when they have the model ?

Because they often copy letter by letter, with numerous back-and-forth trips between the model and their sheet. Each back-and-forth trip is an opportunity for error. It may reveal a difficulty with word memory, attention or movement. The more fragmented the copying, the greater the risk of error.

Are copying mistakes a sign of dysorthographia ?

They can be, but they may also come from dysgraphia, a visual disorder or an attention disorder. An assessment makes it possible to tell the difference. Each disorder requires specific support.

Can copying be limited at school ?

Yes, if your child has a recognised disorder. Photocopied or digital lessons can be provided within a PAP, to reduce copying to what is strictly necessary. They can then devote their energy to understanding rather than copying.