Dysorthographie.fr un media alimentato da
il media n°1 sulle difficoltà Dys
Dysorthographie.fr un media alimentato da
il media n°1 sulle difficoltà Dys
English is often the bugbear of dysorthographic students. Its pronunciation, which differs greatly from its spelling, and its many exceptions make it one of the most difficult languages to spell. Yet many of these students are very comfortable speaking. Here is how to help them progress in English by building on their strengths. A language that is difficult to write, but accessible.
English is well known for its irregular spelling. The same sound can be written in many ways, and the same spelling can be pronounced differently depending on the word: « through », « though », « tough », « thought ». These exceptions confuse many students.
For a dysorthographic student, who already struggles to memorise the visual image of words in French, this is a considerable challenge. They tend to write words as they hear them, which often leads to errors. These errors are logical.
These difficulties are normal and do not mean that they are bad at English. Their strengths lie elsewhere. See dysorthographie et langues étrangères.
Many dysorthographic students understand and speak English well. Their difficulty affects writing, not comprehension or oral expression. This is an asset to be valued.
Relying on speaking is therefore an excellent strategy. Series, films, songs, video games and English podcasts develop their ear, their vocabulary and their confidence. These activities are also enjoyable.
Valuing their oral skills protects their motivation for the language, even if writing remains difficult. Motivation is precious.
To memorise the spelling of English words, visual methods work well: colouring tricky letters, associating an image, spelling aloud. These methods are effective.
Grouping words by spelling families also helps to spot regularities: all the words ending in « ight » (night, light, right), in « ee » (tree, see, free). These families make memorisation easier.
Work on a few words at a time, using spaced repetition. Regularity is the key. See apprendre autrement.
L’unico elenco online dedicato ai professionisti dei disturbi Dys
Within a PAP, several accommodations can be requested in English: not penalising spelling when it is not the focus of the assessment, valuing speaking, reducing the vocabulary to learn. These accommodations make assessment fair.
Written assessments can be adapted: multiple-choice questions, gap-fill texts, extra time. Writing becomes more accessible.
See PAP et dysorthographie. Talk about it with the team.
English spell checkers are very effective and can help the student in upper secondary school or in their personal writing. These tools are valuable.
Text-to-speech allows the pronunciation of written words to be heard, which strengthens the link between speech and writing. Online dictionaries often provide pronunciation. The ear supports the written word.
Fun language-learning apps can also motivate the student. Play is motivating. See le correcteur orthographique.
In the brevet and the bac, language exams often include a written part. Accommodations can be requested, such as extra time. Plan ahead.
Oral exams are often an opportunity for the dysorthographic student to show their true level. Speaking is often an asset.
Find out about the possible accommodations at the start of the exam year. The deadlines are strict. See dysorthographie et bac.
English can become a source of enjoyment for a dysorthographic student, provided the language is not reduced to its spelling. Enjoyment is essential.
Encourage them to watch their series in the original version, to listen to English music, and to chat with English speakers if they have the chance. These habits help them progress.
This enjoyment is the best driver of progress. Motivation makes all the difference. See dysorthographie et motivation.
Uno spazio di confronto, ascolto e sostegno dedicato ai genitori di bambini con disturbi DYS
Because its spelling is very irregular, with words that are not spelt as they are pronounced. It is a challenge for a child who struggles to memorise the visual image of words. It is normal, but not inevitable.
Yes, especially in speaking, which is often a strength. Writing remains more difficult, but methods and accommodations help. Value their speaking skills.
Spelling not penalised when it is not assessed, valuing speaking, reduced vocabulary, adapted assessments. Talk about it with the team.
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Dysorthographie.fr
Il media n°1 sui disturbi Dys
