title: Dysorthography: typical recurring errors and evaluation approaches in class
description: Teacher guide dysorthography primary school: types of recurring errors (phonetic, lexical, grammatical), differentiated evaluation approaches, identification, observation grids, diagnostic dictations, correction adaptations, compensation strategies.
keywords: dysorthography, spelling errors, recurring, evaluation, primary school, teachers, identification, dictations, phonetic, lexical, grammatical, adaptations, corrections
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dysorthography, spelling errors, recurring, evaluation, primary school, teachers, dictations, phonetic, lexical, grammatical, identification, adaptations, corrections, strategies
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Reading time: 34 minutes
"Emma has been making the same mistakes for 2 years, despite repetitions..." "Lucas writes 'he went', is that normal in second grade?" "How to differentiate dysorthography and lack of work?" "Should everything be corrected in red?"
Dysorthography is not a trivial "bad speller." It is a specific, lasting, significant disorder that resists ordinary learning. Some errors are typical, recurring, characteristic. Identifying them allows for recognizing the disorder, evaluating accurately, and adapting corrections.
This guide explains the typical errors of dysorthography, how to evaluate them, and how to correct without discouraging.
Table of contents
What is dysorthography? {#definition}
Definition
Dysorthography: Specific disorder of spelling acquisition.
Characteristics:
Massive errors: 20-50%+ words misspelled (vs 5-10% ordinary difficulties).
Resistance: Learning (repetitions, rules, ineffective dictations).
Durability: Persists for years (vs delay that can be caught up).
Specificity: Collapsed spelling, other areas preserved (reading sometimes correct, normal intelligence).
Link to dyslexia
Frequent association:
75-90% dyslexics: Also dysorthographic.
Common origin: Phonology (awareness of sounds).
But difference:
Dyslexia: Reading + writing.
Dysorthography: Mainly writing (reading can be correct).
Isolated dysorthography:
10-25% cases: Without dyslexia (reads correctly, writes catastrophically).
Differentiating dysorthography vs ordinary difficulties
Ordinary difficulties:
Errors: Decrease with teaching, repetitions, maturation.
Learning: Effective (rules integrated progressively).
Progress: Visible (upward curve).
Dysorthography:
Errors: Massive, persistent, resistant.
Learning: Ineffective (rules never automated).
Stagnation: Or minimal progress (flat curve).
The 3 types of recurring errors {#types-erreurs}
1. Phonetic errors
Definition: Confusion, omission, inversion of sounds.
Origin: Deficient phonology (discrimination, segmentation of sounds).
Manifestations:
Confusions of similar sounds:
Voiceless/voiced: "hen" → "ball" (p/b), "wind" → "fent" (v/f), "train" → "drin" (t/d).
Nasals: "good" → "bom", "field" → "chan".
Vowels: "a/e" ("with" → "avac"), "é/è" ("school" → "ecole").
Omissions:
Letters: "table" → "tale", "school bag" → "catale".
Syllables: "chocolate" → "cholat", "computer" → "ordateur".
Inversions:
Letters: "tree" → "abre", "arm" → "bars".
Syllables: "animal" → "aminal".
Substitutions:
Similar sounds: "house" → "mezon", "play" → "juer".
Student examples:
Léo (second grade): Writes "the boat sailed on the sea" (= "the boat sailed on the sea") - confusions v/g, a/ai, letter omissions.
Emma (third grade): Writes "he had eaten an apple" (= "he had eaten an apple") - confusions é/ai, b/p, silent letter omissions.
Frequency: 40-60% errors in dysorthography.
2. Lexical errors
Definition: Spelling of irregular words, silent letters.
Origin: Deficient orthographic visual memory.
Manifestations:
Phonetic spelling:
Frequent words: "with" → "avek", "a lot" → "bocou", "always" → "toujour".
Silent letters: "cat" → "cha", "big" → "gran", "time" → "tan".
Doubles : "call" → "apeler", "apple" → "pome".
Homophones :
a/à : "he à hungry" (= "he has hungry").
and/is : "he and left" (= "he is left").
his/are : "they his there" (= "they are there").
Irregular words :
Exceptions : "woman" → "fame", "mister" → "mosieu", "onion" → "ognon".
Examples students :
Tom (CM1) : Writes "he é went in the forest with his dog" (= "he went in the forest with his dog") - all phonetic, no word spelled correctly.
Chloé (CM2) : Writes "the cat and the dog are in the garden" (= "the cat and the dog are in the garden") - systematic homophone confusions.
Frequency : 30-40% dysorthography errors.
3. Grammatical errors
Definition : Agreements, conjugations, morphology.
Origin : Working memory, automation failures.
Manifestations :
Subject-verb agreements :
Plural : "the children play" (= "the children play").
Person : "I eat" (= "I eat").
Noun-adjective agreements :
Gender : "a beautiful castle" (= "a beautiful castle").
Number : "the black cats" (= "the black cats").
Past participle agreements :
With being : "they are left" (= "they are left").
Conjugations :
Endings : "he was eating" → "he eaten", "they have eaten" → "they have eat".
Tense : Mixes (past/present/future).
Examples students :
Lucas (CE2) : Writes "the girls play in the yard, they are happy" - no agreement (plural, gender).
Sophie (CM1) : Writes "yesterday, I go to the park and I played" - mixed tenses, wrong endings.
Frequency : 20-30% dysorthography errors.
Evaluation grids by type {#evaluation}
Grid phonetic errors
Student production : Dictation, free writing.
Analyze :
- [ ] Deaf/sound confusions (b/p, d/t, g/k, v/f, z/s)
- [ ] Nasal confusions (an/on, in/un)
- [ ] Vowel confusions (a/e, é/è/ê, i/u/ou)
- [ ] Letter omissions (beginning, middle, end of words)
- [ ] Syllable omissions (long words)
- [ ] Letter inversions (tree → tree)
- [ ] Syllable inversions (animal → aminal)
- [ ] Substitutions of close sounds
- [ ] Frequent words phoneticized ("with" → "avek")
- [ ] Silent letters forgotten ("cat" → "cha")
- [ ] Doubles forgotten ("apple" → "pome")
- [ ] Confused homophones (a/à, and/is, his/are)
- [ ] Exceptions spelled phonetically ("woman" → "fame")
- [ ] Subject-verb agreements (number, person)
- [ ] Noun-adjective agreements (gender, number)
- [ ] Past participle agreements
- [ ] Verb endings (é/er/ez/ait)
- [ ] Conjugations (tense, agreement)
- [ ] Grammatical homophones (a/à, and/is, his/are, these/their)
Score : Number of phonetic errors / total words.
Interpretation :
<5% : Normal.
5-15% : Phonological difficulties (reinforce phonological awareness).
>15% : Likely phonetic dysorthography (speech therapist assessment).
Grid lexical errors
Student production : Dictation of irregular, frequent words.
Analyze :
Score : Number of lexical errors / dictated irregular words.
Interpretation :
<10% : Normal.
10-30% : Visual memorization difficulties (reinforce).
>30% : Likely lexical dysorthography (assessment).
Grid grammatical errors
Student production : Short writing.
Analyze :
Score : Number of grammatical errors / expected agreements.
Interpretation :
<15% : Normal (progressive learning).
15-40% : Grammatical difficulties (review rules, exercises).
>40% : Likely grammatical dysorthography (assessment).
Global dysorthography grid
Cumulative : 3 types of errors.
If :
2+ types : >threshold = Likely dysorthography.
1 type : >high threshold (e.g., 30% phonetic errors) = Specific dysorthography.
Resistance : Errors persist after intensive teaching (8-12 weeks) = Confirms dysorthography.
Diagnostic dictations {#dictees}
Principle
Dictation : Not graded evaluation, but diagnostic tool.
Objective : Identify types of errors, dysorthography profile.
Frequency : 2-3x/year (beginning, middle, end of year).
No grade : Qualitative analysis (vs punishment).
Phonetic dictation (CP-CE1)
Content : Simple, regular words (direct grapheme-phoneme correspondence).
Example :
"Dad has a bike. Lola reads. The cat flies. He drank milk."
Target : Phonetic errors (confusions, omissions, inversions).
Analysis :
"papa" → "baba" : Confusion p/b.
"vélo" → "vlo" : Omission "é".
"vole" → "voul" : Confusion o/ou.
Interpretation :
Massive errors : Probable phonetic dysorthography.
Lexical dictation (CE2-CM)
Content : Irregular frequent words, silent letters, homophones.
Example :
"He is with his friend. They are in the garden. The weather is nice. She has many flowers."
Target : Lexical errors (irregular words, homophones).
Analysis :
"est" → "é" : Phonetics (vs lexical spelling).
"avec" → "avek" : Phonetics.
"temps" → "tan" : Omission of silent letters.
"beaucoup" → "bocou" : Phonetics.
Interpretation :
Massive errors frequent words : Lexical dysorthography.
Grammatical dictation (CM)
Content : Sentences requiring agreements.
Example :
"The girls went to the park. They ate red apples. The boys are playing in the yard."
Target : Grammatical errors (agreements).
Analysis :
"parties" → "parti" : No agreement past participle.
"pommes rouges" → "pomme rouge" : No agreements noun-adjective.
"jouent" → "joue" : No subject-verb agreement.
Interpretation :
No agreement : Grammatical dysorthography.
Mixed dictation (CE2-CM)
Content : Mix of 3 types (complete profile evaluation).
Example :
"Yesterday, the children went to the forest with their parents. They saw many animals. It was a beautiful day."
Analysis : Count errors of each type.
Profile :
Emma : 15 phonetic errors, 8 lexical, 3 grammatical → Dominant phonetic dysorthography.
Tom : 3 phonetic, 18 lexical, 2 grammatical → Dominant lexical dysorthography.
Lucas : 5 phonetic, 7 lexical, 20 grammatical → Dominant grammatical dysorthography.
Adaptation : Targeted rehabilitation of dominant type.
Adapted corrections {#corrections}
Principle of benevolent correction
Not all red :
Discouragement : Massive red marking = abandonment ("I'll never make it").
Ineffective : Dysorthographic student sees errors, does not understand why (neurological disorder, not ignorance).
Select errors :
Objectives : 3-5 words max per production (vs 50 errors underlined).
Progression : Start with phonetic errors (fundamental), then lexical, finally grammatical.
Value successes :
Correct words : Underline in green (vs only red errors).
Progress : Compare previous production (vs class norm).
Contents : Evaluate ideas, structure, creativity (vs spelling).
Correction by type of error
Phonetic errors :
Underline : Whole word.
Help : Say the word slowly, segment sounds.
Rewrite : Together orally, then student writes.
Example : "bato" → Teacher says "ba-teau", student repeats, writes "bateau".
Lexical errors :
Give : Correct spelling (visual memorization, not deduction).
Copy : 3-5x (anchor visual memory).
Display : Frequent words in class (permanent reference).
Example : "avek" → Show "avec", student copies 5x, adds to personal list of frequent words.
Grammatical errors :
Explain : Rule briefly.
Surround : Concerned words (subject + verb, noun + adjective).
Rewrite : Agreement.
Example : "les filles joue" → Surround "filles" + "joue", say "plural, so 'jouent'", student corrects.
Adapted grading scales
Dissociate :
Content : 70-80% of grade (ideas, structure, richness).
Spelling : 20-30% of grade (vs 50% classic).
Or separate grades :
Content : Grade A.
Spelling : Grade B (informative, not penalizing average).
Bonus for progress :
Comparison : Previous production.
Value : Decrease in errors (vs absolute number).
Example : Emma 50 errors in production 1 → 35 in production 2 = Huge progress (bonus points).
Adapted dictations
Not classic dictations :
Ineffective : Dysorthographic student always fails (demotivation).
Alternatives :
Prepared dictation : Words given the day before, revised, dictated the next day.
Choice dictation : Student chooses 10 words from a list of 20 (success assured).
Negotiated dictation : Pairs, discuss spelling, write together.
Fill-in-the-blank dictation : Pre-written text, complete a few words.
Zero dictation : If severe dysorthographia (evaluate otherwise).
Compensation strategies {#strategies}
Technological tools
Spell checker :
Systematic : Computer, tablet.
Learning : Use (not all automatic - choice of corrections).
No cheating : Compensatory tool (like glasses).
Voice dictation :
Software : Dragon, built-in functions (phone, computer).
Freeing : From writing constraints (oralized ideas, transcribed).
Limits : Punctuation, homophones (supervision needed).
Word predictor :
Suggestions : Words while writing (reduces errors).
Memorization : Correct spellings memorized visually.
Memory aids
References :
Frequent words : Displayed in class, personal list for student.
Homophones : Charts (a/à, et/est, son/sont + differentiation tips).
Rules : Simplified, visual (posters, placemats).
Color codes :
Agreements : Highlight (subject blue, verb red, links arrowed).
Nature : Nouns green, verbs red, adjectives yellow (visual identification).
Mnemonics :
Create : With student (personalized = memorable).
Examples : "a" verb to have → replace "avait" ("il a faim" → "il avait faim" = good).
Proofreading strategies
Targeted proofreading :
Not all : Focus on 1 type of error.
Example : 1st proofreading = subject-verb agreements only. 2nd = homophones. Etc.
Tools :
Checklist : Verification (checklist of error types).
Peers : Cross proofreading (another student, supportive).
Time : Additional (proofreading for dysorthographia 2-3x longer).
Reducing requirements
Quantity :
Write less : 5 rich sentences (vs 20 rushed).
Quality : Content (vs quantity).
Formats :
Oral : Prefer (presentations, audio recordings).
Diagrams : Mind maps, annotated drawings (vs long writings).
Assessments :
Multiple choice : Vs open questions (reduce writing).
Oral : Vs written (evaluate knowledge, not spelling).
Adapted training
COCO :
Spelling games : Fun, progressive, without pressure.
Phonology : Sound awareness (foundation).
Visual memory : Frequent words (games).
Speech therapy :
Rehabilitation : Specialized (phonology, spelling memory, strategies).
Regular : 1-2x/week minimum.
Patience : Slow progress, but possible.
Teacher testimonials
Claire, CE2 teacher
"Emma 40 errors dictating 20 words. All red = tears. DYNSEO training: adapted correction learned. Now: 5 words max corrected (goals), correct words highlighted green, content grade separate from spelling. Emma re-motivated (sees progress), longer productions (dares to write). Dysorthographia remains, but managed, accepted."
Marc, CM1 teacher
"Tom all phonetic ('he had gone'). Catastrophic dictations (0/20 systematic). DYNSEO grids used: phonetic + lexical dysorthographia identified. Adaptations (prepared dictations, computer + spell checker, priority content assessment). Speech therapy started. Tom progresses slowly, but now writes (vs avoided). Fair assessment = key."
Sophie, CM2 teacher
"Lucas no agreements (plural, gender, conjugation). Thought 'does not know rules'. Training: grammatical dysorthographia learned (automation impossible, working memory). Strategies taught (color codes, targeted proofreading, verification grids). Lucas applies (laborious), errors decrease (50% vs 90%). Understanding mechanism = adapting effectively."
Conclusion: Identify to adapt justly
Dysorthographia is not a failure of work, concentration, or intelligence. It is a neurological disorder that prevents normal acquisition of spelling despite intense efforts. Identifying types of recurring errors allows for fair assessment, effective correction, and compensatory adaptations. Because perfect spelling is not a realistic goal for those with dysorthographia. But reducing errors, compensation strategies, and accepting differences are possible. And allow writing, communicating, succeeding.
The keys to support dysorthographia:
1. ✅ Identify types of errors (phonetic, lexical, grammatical)
2. ✅ Assess profile (diagnostic dictations, grids)
3. ✅ Selectively correct (3-5 errors max, not all red)
4. ✅ Value content (ideas, structure vs spelling)
5. ✅ Adapt grading scales (dissociate content/spelling)
6. ✅ Compensate (digital tools, memory aids)
7. ✅ Reduce requirements (quantity, formats)
8. ✅ Train (understand disorder, master differentiated assessment)
Dysorthography can be compensated for and circumvented. Our DYNSEO training teaches adapted assessment + correction. COCO trains spelling in a playful way. You can transform the report of a dysorthographic student into writing.
DYNSEO resources to support dysorthography:
Behind every red mark, there is a child who tried. Who thought, searched, corrected, recopied. Who thought 'with' is spelled 'avek' because it makes sense. Who forgets 's' for plural because their brain forgets. Not because they don't care. Not because they don't work. Just because of dysorthography. And if you identify typical errors, if you assess fairly, if you correct with kindness, this child can continue to write. Despite mistakes. Despite everything. Because writing is communicating. And that, they can.
