Entering middle school marks a crucial stage in a young person's life. Academic demands increase, independence is essential, and mastery of writing becomes a fundamental pillar of success. For some students, however, spelling remains a daily battlefield. Mistakes accumulate, confidence erodes, and discouragement sets in. Often, behind these difficulties lies a specific learning disorder: dysorthographia.
Far from being a sign of laziness or a lack of intelligence, dysorthographia is a neurodevelopmental disorder that affects the acquisition and automation of spelling. While traditional methods of word repetition and grammar lessons show their limits, another complementary and effective path deserves exploration: that of brain training. It is not about working "more," but about working "differently," targeting the cognitive functions that underlie spelling competence. This article invites you to dive into this approach to help your middle schooler transform their relationship with writing.
Before seeking solutions, it is essential to clearly define the problem. Naming your child's difficulties is the first step towards alleviating guilt and taking constructive action. Dysorthographia is not a fatality, but a different way of functioning that requires adapted strategies.
What exactly is dysorthographia?
Imagine that spelling is like building a house. For it to be solid, it needs a foundation (the recognition of sounds), walls (the knowledge of grammar rules), and a roof (the memorization of the spelling of words). Dysorthographia is like one of these elements being fragile. It is not the entire house that needs to be discarded, but a specific part that needs to be reinforced.
Specifically, dysorthographia is a persistent and specific learning disorder in spelling. It manifests as severe difficulties in mastering spelling rules, memorizing the visual form of words, and correctly transcribing sounds into letters. It is often associated with dyslexia (reading disorder), but can also exist in isolation. It is crucial to understand that the dysorthographic student often knows the rule but struggles to apply it automatically and fluently in writing situations.
Signs that should alert you in middle school
In middle school, the signs of dysorthographia become more evident as the complexity of texts and the speed of writing demanded increase. Here are some concrete examples that may guide you:
- Persistent phonological errors: The student writes as they hear. For example, they might write "farmasi" for "pharmacie," "anfan" for "enfant," or "kar" for "car." Confusions between similar sounds are common, such as "f" and "v" ("voiture" becomes "foiture") or "ch" and "j" ("bougie" becomes "bouchie").
- Errors in commonly used spelling: This involves memorizing the visual form of words. Your child may write the same word in several different ways in the same text (for example, "maison," then "mezon," then "maizon"). Silent letters are often forgotten ("temp" for "temps," "poid" for "poids").
- Visual confusions: Letters that look alike are often reversed, even in middle school. The "b" and "d" are classics ("balon" for "dalon"), as are "p" and "q".
- Difficulties with written grammar: The student may perfectly agree a verb orally but will systematically forget the "-ent" at the end of third group verbs in the plural ("ils voi" for "ils voient"). Gender and number agreements in noun phrases are also a source of recurring errors ("des beau fleur" for "des belles fleurs"). Managing grammatical homophones ("a/à," "son/sont," "et/est") is a real puzzle.
- Significant slowness and fatigue: Writing requires such intense cognitive effort that the student tires very quickly. They may take a long time to write a short paragraph, which penalizes them during tests and in-class assignments.
Why is middle school a difficult milestone?
The transition to middle school is a true accelerator of difficulties for a dysorthographic student. First, the volume of writing required skyrockets: note-taking, writing summaries, developed responses, homework... Then, vocabulary becomes more complex with the introduction of specific terms for each subject (history, life sciences, technology). Finally, teachers' expectations regarding language correction are understandably higher than in elementary school.
The student then finds themselves in a vicious circle: their difficulties take more time and energy, results do not match the efforts made, leading to a decrease in self-esteem, anxiety about writing, and sometimes avoidance strategies. It is precisely to break this cycle that a new approach is necessary.
Brain training: strengthening the foundations of spelling
Rather than just focusing on the surface (the spelling mistake), brain training proposes to tackle the roots of the problem: the cognitive skills that allow for correct writing. It is an approach aimed at making the brain more efficient in processing information related to writing.
The brain, a muscle that trains
The key concept here is neuroplasticity. Your brain is not a fixed entity; it is incredibly malleable. Every time you learn something new, when you practice a skill, you create and strengthen connections between your neurons. Brain training for spelling works on this principle. It involves providing targeted and repeated exercises to strengthen the neural circuits involved in writing.
Think of an athlete. To improve their high jump, they do not just jump over and over again. They also work on their leg strength, flexibility, and coordination. Similarly, to improve spelling, it is not enough to copy lists of words. It is necessary to strengthen the underlying cognitive skills.
Beyond repetition: targeting key cognitive skills
Dysorthographia is often linked to weaknesses in three main areas. By specifically working on these points, you provide your child with tools far more powerful than simple rote memorization.
- Phonological awareness: This is the ability to perceive, segment, and manipulate the sounds (phonemes) that make up a language. A student with good phonological awareness distinctly hears the three sounds in the word "chapeau" ([ch]-[a]-[pô]). A weakness in this area explains why a student might write "kato": they struggle to make the connection between the sound they hear and the complex way it is spelled (grapheme "eau"). Therefore, it is about training their ear to become an expert in the sounds of the French language.
- Visual and orthographic memory: This skill allows one to "photograph" a word and store its correct image in the brain. It is what makes you hesitate when you see a mistake like "accceuil" because the "form" of the word seems incorrect to you. For many irregular words in French ("femme," "monsieur," "oignon"), there is no logical rule; only visual memory allows them to be spelled correctly. A dysorthographic student often has less effective visual memory for words, hence their tendency to reinvent them with each writing.
- Working memory: This is somewhat like the "RAM" of your brain. It allows you to temporarily hold information while performing another task. When a teacher dictates a sentence, the student must keep it in working memory while writing it down, all while focusing on agreements, conjugation, and the spelling of words. If this working memory is overloaded or underperforming, information gets lost along the way: a word is forgotten, an agreement is not made, the end of the sentence is incorrect.
By targeting these three pillars through specific exercises, you are not just correcting mistakes: you are giving your child the means to build a stronger spelling themselves.
Concrete strategies to strengthen spelling at home
Training can be done in a fun way and integrated into daily life. The goal is not to add an overwhelming workload but to transform certain moments into targeted learning opportunities.
Working on sound awareness (phonological)
The idea is to help your child better "hear" the French language. These games can be played in the car, while cooking, or for a few minutes each evening.
- The rhyming game: Give a simple word like "gâteau" and ask your child to find all the words that rhyme with it ("bateau," "château," "rateau"...). This trains them to isolate the endings of words.
- The sound hunt: Choose a target sound, for example, the sound [f]. Ask your child to find this sound in the objects around them ("fenêtre," "fauteuil") or in a sentence you read ("Le facteur a déposé une fine enveloppe").
- Breaking down into syllables and sounds: Take a word and clap for each syllable ("cho-co-lat," three syllables). Then, try to count the sounds, which is a more difficult exercise ("ch-o-c-o-l-a," six sounds). This helps them understand that words are made up of small sound units.
Boosting visual memory of words
Here, the goal is to create strong visual "anchors" for difficult or irregular words.
- The backward spelling method: Choose a difficult word like "orthographe." Ask your child to spell it forwards, then backwards ("e-h-p-a-r-g-o-h-t-r-o"). This mental exercise forces the brain to create a very precise image of the word.
- Strategic highlighting: Take a list of words to learn. Use a color code to highlight difficulties: one color for silent letters, another for complex graphemes (like "ph," "au," "ain"). For example, in
temps, thepandswould be highlighted. This visual association aids memorization. - Flash words: Write a word on a card. Show it to your child for 3 seconds, then hide it. They must then try to rewrite the word from memory. This trains the brain to quickly capture the image of the word.
Developing grammatical reflexes through play
Grammar can be approached in a less academic and more interactive way to promote automation.
- The homophone "Twister": Create cards with common homophones ("a/à," "son/sont," "ou/où," "et/est"). Read a fill-in-the-blank sentence and your child must raise the correct card as quickly as possible. For example: "Il ... mal ... la tête." They will need to raise the cards "a" and "à".
- The sentence factory: Give a subject ("les chats"), a verb in a given tense ("manger" in the present), and a complement. Your child must construct the sentence while paying attention to all agreements: "Les chats mangent la souris." You can complicate it by adding adjectives to agree.
- Using a spell checker to learn: When your child types a text on the computer, do not let them simply accept the software's corrections. Sit down with them and analyze each suggestion. "Why does the software underline this word? What rule does it remind you of?" The spell checker then becomes a personalized tutor.
Digital tools for brain training
In the digital age, it would be a shame to miss out on interactive resources that can complement training. When used wisely, these tools can make learning more motivating for a middle schooler.
Apps for fun practice
Many educational apps are designed to specifically work on cognitive skills related to spelling. Look for apps that offer auditory discrimination exercises (recognizing similar sounds), word memorization games (spelling memory), or interactive grammar quizzes. The fun format, with points and levels to unlock, can turn a chore into a challenge and keep your child's engagement over the long term.
Word processing software: valuable allies
As mentioned earlier, built-in spelling and grammar checkers in software like Word or Google Docs are excellent educational tools. Encourage your child to activate "real-time" checking. The immediate underlining of an error provides instant feedback, which is much more effective than waiting for a homework correction a week later. The important thing is to cultivate an active approach: it is not about passively correcting, but questioning each flagged error.
Reading on screen: advantages and precautions
Reading, regardless of the medium, is fundamental for enriching vocabulary and passively integrating the correct form of words. E-readers or tablets offer interesting advantages for a dysorthographic student. The ability to enlarge the font, change line spacing, or use specific fonts for dyslexics can improve reading comfort. Additionally, the "integrated dictionary" function allows for instant checking of the meaning and spelling of an unknown word without interrupting the flow of reading. The main precaution is to ensure that the reading environment remains focused and free from distractions from notifications and other applications.
Adopting a caring and strategic approach
The psychological dimension is as important as the technical aspects. A student who feels supported and understood will be more likely to invest in the necessary efforts to progress.
The importance of diagnosis: putting the right words to the pains
If you suspect dysorthographia, the first step is to consult a speech therapist. Only this health professional is qualified to conduct a complete assessment and make a diagnosis. This diagnosis is liberating: it confirms that the difficulties are not due to laziness or a lack of will. It also allows for the implementation of school accommodations (extra time, use of a computer in class...) that will give your child the means to show their true abilities without being constantly penalized by their spelling.
Setting realistic goals and celebrating progress
French spelling is complex, and no one is perfect. The goal is not to achieve "zero mistakes," but to significantly reduce the number of errors and make writing smoother and less anxiety-inducing. Set small, measurable, and achievable goals. For example, focus on mastering three pairs of homophones for a week, or on the correct agreement of the verb with its subject in a paragraph. Each goal achieved is a victory. Celebrate these progresses, even the modest ones. Emphasize efforts rather than just results to maintain a positive dynamic.
Spelling as a marathon, not a sprint
Finally, it is crucial to show patience and perseverance. Strengthening neural circuits takes time. There will be good days and bad days, moments of rapid progress and periods of stagnation. This is entirely normal. The important thing is the regularity of the exercises and the consistency of the support you provide.
Consider this work on spelling not as a frantic race to a finish line, but as a long marathon. Each training session, each game, each discussion about a grammar rule is one more step. By equipping your middle schooler with effective cognitive strategies and surrounding them with kindness, you are not only teaching them to write better. You are giving them the keys to regain confidence and approach their schooling with more serenity and success.
The article "Dysorthographia in Middle School: Strengthening Spelling through Brain Training" highlights the importance of cognitive training to improve spelling skills in students. A related article that may interest readers is What are the solutions for aphasia after a stroke?. This article explores different approaches to treating language disorders, emphasizing the importance of cognitive stimulation in the rehabilitation process. Both articles share a common perspective on the positive impact of brain training to overcome linguistic challenges.
