Signs of dysorthographia in teenagers

It is often assumed that dysorthographia can only be spotted in primary school. Yet many teenagers are not diagnosed until secondary school or sixth form. Their difficulties were compensated for, or put down to carelessness. Here are the signs to look out for in a teenager, and the specific features of support at this age. Because it is never too late to put a name to difficulties.

Why some teenagers are identified late

Some children compensate very well for their difficulties in primary school. Thanks to their intelligence, their memory or hard work, they achieve reasonable results. Their mistakes are judged to be within the normal range or are attributed to a lack of attention. Primary school teachers then see no reason for concern.

At secondary school, the situation changes. The amount of written work increases sharply, texts become longer, and spelling demands grow stronger in every subject. Compensation strategies are no longer enough. Essays and extended written answers multiply across all subjects.

It is often at this point that the difficulties become visible, sometimes abruptly. A pupil who previously had no particular problems sees their grades drop, especially in written work. This change often worries parents, who do not understand what is happening. See dysorthographia at secondary school.

Signs in written work

In teenagers, mistakes remain numerous despite years of learning. They often affect common words, basic agreements and simple homophones, not only the difficulties specific to secondary school. These errors on the basics show that the problem is long-standing.

Essays are often short, with simple vocabulary chosen to limit the risks. Ideas may be rich when spoken, but writing makes them poorer. Written answers in other subjects are sometimes hard to read back. The gap between spoken and written work becomes very apparent.

Foreign languages also pose problems, with the same types of errors as in French. English, with its very irregular spelling, is often particularly difficult. The same kinds of errors recur from one language to another. See dysorthographia and foreign languages.

Slowness and fatigue

Many teenagers with dysorthographia are slow at writing. Each word requires effort, and they cannot keep up with the pace of lessons. Their exercise books are incomplete and their notes patchy. Revision is then harder, for lack of complete lesson notes.

They do not finish their tests within the time allowed, which penalises their marks even when they know the answers. Long essays, as in GCSE exams, are an ordeal. Extra time is one of the possible arrangements.

This slowness is often accompanied by great fatigue at the end of the day. Homework becomes a burden, and the teenager may end up neglecting it. This lack of time is not laziness, but exhaustion. See dysorthographia and note-taking.

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Emotional signs

In adolescence, the opinions of others matter enormously. A teenager with dysorthographia may be ashamed of their mistakes, avoid writing in front of classmates, or refuse to read their texts aloud. They may also play the class clown to divert attention from their difficulties.

They may lose heart and switch off, with comments such as “school just isn’t for me”. Others develop considerable anxiety about written assessments, or a drop in self-esteem. These reactions can have consequences for their entire schooling.

These reactions are often mistaken for teenage rebellion or a lack of motivation, when they conceal a genuine difficulty. An attentive eye makes the difference. See dysorthographia and self-esteem.

Carrying out an assessment in adolescence

It is never too late to carry out a speech and language assessment. In teenagers, it evaluates spelling, reading, writing speed and reading comprehension, using tests adapted to their age. The tests used are suited to their school level.

The diagnosis makes it possible to put a name to years of difficulties. For many teenagers, it is a relief to discover that their problems did not stem from a lack of effort or intelligence. This diagnosis often changes the way they see themselves.

The assessment also serves to request arrangements, particularly for GCSEs and A levels. As application deadlines are fixed, it is best not to delay. The school can tell you the cut-off dates. See the speech and language assessment.

Support suited to age

In adolescence, remediation is often focused on strategies and tools rather than basic exercises. The aim is to make the teenager independent and effective in their writing. They learn to use their strengths to compensate for their difficulties.

Digital tools play an important role: computer, spell checker, speech-to-text dictation. They make it possible to produce quality texts without exhausting themselves. Learning to use these tools is part of the support. These tools give them genuine independence for the rest of their schooling.

The teenager must be involved in decisions. A teenager who understands their difficulty and chooses their tools uses them far more willingly. Their buy-in is the key to the success of the support. See the spell checker.

The role of parents

At this age, helping with homework often becomes a source of conflict. It is sometimes better to hand over to a third party: a tutor, an older brother or sister, a private tutor trained in dys disorders. This handover helps preserve the relationship between you and your teenager.

Your role remains essential in defending their rights at school, encouraging them and preserving their confidence. Value their successes, both in their studies and in their passions. Their passions can also help them regain confidence.

Talk with them about their career path, without their difficulties with writing closing doors for them. Many routes remain open, with the right arrangements. Their talents should guide their choices, more than their difficulties. See choosing courses after Year 9.

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Questions that keep coming up

Can dysorthographia be diagnosed at secondary school? ?

Yes. Many cases of dysorthographia are diagnosed at secondary school, when the increase in written work reveals the difficulties. The speech and language assessment uses tests adapted to the teenager’s age. It is never too late to have an assessment.

My teenager refuses to see the speech and language therapist, what should I do? ?

Explain the value of the assessment in obtaining arrangements, particularly for GCSEs. Involve them in decisions and let them choose certain tools. A supportive professional can also help them accept the process. Their agreement is essential for the process to bear fruit.

Are arrangements possible for GCSEs? ?

Yes, provided that the application is made within the deadlines, often at the start of Year 11. The report from the assessment is essential to build the file. These arrangements are also possible for A levels.