{"id":447301,"date":"2025-12-18T20:17:19","date_gmt":"2025-12-18T19:17:19","guid":{"rendered":"https:\/\/www.dynseo.com\/dysorthographia-recurrent-errors-evaluation-paths\/"},"modified":"2026-01-06T08:05:12","modified_gmt":"2026-01-06T07:05:12","slug":"dysorthographia-recurrent-errors-evaluation-paths","status":"publish","type":"post","link":"https:\/\/www.dynseo.com\/en\/dysorthographia-recurrent-errors-evaluation-paths\/","title":{"rendered":"Dysorthographia: recurrent errors and evaluation paths"},"content":{"rendered":"<p>[et_pb_section fb_built=&#8221;1&#8243; admin_label=&#8221;Article HTML v8.4&#8243; _builder_version=&#8221;4.16&#8243;][et_pb_row][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;4.16&#8243;][et_pb_code admin_label=&#8221;HTML stylis\u00e9&#8221;]<link href=\"https:\/\/fonts.googleapis.com\/css2?family=Montserrat:wght@400;500;600;700;800&#038;display=swap\" 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.dynseo-feature-card{padding:18px}.dynseo-article .dynseo-feature-card img{max-width:80px}.dynseo-article .dynseo-feature-card h4{font-size:1rem}.dynseo-article .dynseo-feature-card p{font-size:.85rem}.dynseo-article .dynseo-button{padding:12px 20px;font-size:.95rem}.dynseo-article .dynseo-cta{padding:20px 18px}.dynseo-article .dynseo-cta h3{font-size:1.15rem}.dynseo-article .dynseo-cta p{font-size:.9rem}.dynseo-article .dynseo-intro{padding:12px 15px;font-size:.95rem}.dynseo-article .dynseo-tip-box{padding:18px}.dynseo-article .styled-list li,.dynseo-article ul li{padding-left:22px;margin-bottom:10px;font-size:.95rem}.dynseo-article .styled-list li::before,.dynseo-article ul li::before{width:8px;height:8px;top:7px}}\n<\/style>\n<div class=\"dynseo-article\">\n<div class=\"dynseo-intro\"><pee>title: Dysorthography: typical recurring errors and evaluation approaches in class<\/pee>\n<pee>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.<\/pee>\n<pee>keywords: dysorthography, spelling errors, recurring, evaluation, primary school, teachers, identification, dictations, phonetic, lexical, grammatical, adaptations, corrections<\/pee>\n<pee>[\/META]<\/pee>\n<pee>dysorthography, spelling errors, recurring, evaluation, primary school, teachers, dictations, phonetic, lexical, grammatical, identification, adaptations, corrections, strategies<\/pee>\n<pee>[\/TAGS]<\/pee>\n<pee><em>Reading time: 34 minutes<\/em><\/pee>\n<\/a>\n<pee>&#8220;Emma has been making the same mistakes for 2 years, despite repetitions&#8230;&#8221; &#8220;Lucas writes &#8216;he went&#8217;, is that normal in second grade?&#8221; &#8220;How to differentiate dysorthography and lack of work?&#8221; &#8220;Should everything be corrected in red?&#8221;<\/pee>\n<pee>Dysorthography is not a trivial &#8220;bad speller.&#8221; 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.<\/pee>\n<pee>This guide explains the typical errors of dysorthography, how to evaluate them, and how to correct without discouraging.<\/pee>\n<pee><\/pee><\/div>\n<nav class=\"dynseo-toc\">\n<div class=\"toc-title\">\ud83d\udccb Sommaire<\/div>\n<ol>\n<li style=\"border-left:4px solid #ffeca7\"><a href=\"#section-1\">Table of contents<\/a><\/li>\n<li style=\"border-left:4px solid #e73469\"><a href=\"#section-2\">What is dysorthography? {#definition}<\/a><\/li>\n<li style=\"border-left:4px solid #a9e2e4\"><a href=\"#section-3\">The 3 types of recurring errors {#types-erreurs}<\/a><\/li>\n<li style=\"border-left:4px solid #5e5ed7\"><a href=\"#section-4\">Evaluation grids by type {#evaluation}<\/a><\/li>\n<li style=\"border-left:4px solid #5268c9\"><a href=\"#section-5\">Diagnostic dictations {#dictees}<\/a><\/li>\n<li style=\"border-left:4px solid #ffeca7\"><a href=\"#section-6\">Adapted corrections {#corrections}<\/a><\/li>\n<li style=\"border-left:4px solid #e73469\"><a href=\"#section-7\">Compensation strategies {#strategies}<\/a><\/li>\n<li style=\"border-left:4px solid #a9e2e4\"><a href=\"#section-8\">Teacher testimonials<\/a><\/li>\n<li style=\"border-left:4px solid #5e5ed7\"><a href=\"#section-9\">Conclusion: Identify to adapt justly<\/a><\/li>\n<\/ol>\n<\/nav>\n<section class=\"dynseo-section\">\n<h2 id=\"section-1\">Table of contents<\/h2>\n<pee>1. <a href=\"#definition\" target=\"_blank\">What is dysorthography?<\/a><\/pee>\n<pee>2. <a href=\"#types-erreurs\" target=\"_blank\">The 3 types of recurring errors<\/a><\/pee>\n<pee>3. <a href=\"#evaluation\" target=\"_blank\">Evaluation grids by type<\/a><\/pee>\n<pee>4. <a href=\"#dictees\" target=\"_blank\">Diagnostic dictations<\/a><\/pee>\n<pee>5. <a href=\"#corrections\" target=\"_blank\">Adapted corrections<\/a><\/pee>\n<pee>6. <a href=\"#strategies\" target=\"_blank\">Compensation strategies<\/a><\/pee>\n<pee><\/pee>\n<\/section>\n<section class=\"dynseo-section\">\n<h2 id=\"section-2\">What is dysorthography? {#definition}<\/h2>\n<h3>Definition<\/h3>\n<pee><strong>Dysorthography<\/strong>: Specific disorder of spelling acquisition.<\/pee>\n<pee><strong>Characteristics<\/strong>:<\/pee>\n<pee><strong>Massive errors<\/strong>: 20-50%+ words misspelled (vs 5-10% ordinary difficulties).<\/pee>\n<pee><strong>Resistance<\/strong>: Learning (repetitions, rules, ineffective dictations).<\/pee>\n<pee><strong>Durability<\/strong>: Persists for years (vs delay that can be caught up).<\/pee>\n<pee><strong>Specificity<\/strong>: Collapsed spelling, other areas preserved (reading sometimes correct, normal intelligence).<\/pee>\n<h3>Link to dyslexia<\/h3>\n<pee><strong>Frequent association<\/strong>:<\/pee>\n<pee><strong>75-90% dyslexics<\/strong>: Also dysorthographic.<\/pee>\n<pee><strong>Common origin<\/strong>: Phonology (awareness of sounds).<\/pee>\n<pee><strong>But difference<\/strong>:<\/pee>\n<pee><strong>Dyslexia<\/strong>: Reading + writing.<\/pee>\n<pee><strong>Dysorthography<\/strong>: Mainly writing (reading can be correct).<\/pee>\n<pee><strong>Isolated dysorthography<\/strong>:<\/pee>\n<pee><strong>10-25% cases<\/strong>: Without dyslexia (reads correctly, writes catastrophically).<\/pee>\n<h3>Differentiating dysorthography vs ordinary difficulties<\/h3>\n<pee><strong>Ordinary difficulties<\/strong>:<\/pee>\n<pee><strong>Errors<\/strong>: Decrease with teaching, repetitions, maturation.<\/pee>\n<pee><strong>Learning<\/strong>: Effective (rules integrated progressively).<\/pee>\n<pee><strong>Progress<\/strong>: Visible (upward curve).<\/pee>\n<pee><strong>Dysorthography<\/strong>:<\/pee>\n<pee><strong>Errors<\/strong>: Massive, persistent, resistant.<\/pee>\n<pee><strong>Learning<\/strong>: Ineffective (rules never automated).<\/pee>\n<pee><strong>Stagnation<\/strong>: Or minimal progress (flat curve).<\/pee>\n<pee><\/pee>\n<\/section>\n<section class=\"dynseo-section\">\n<h2 id=\"section-3\">The 3 types of recurring errors {#types-erreurs}<\/h2>\n<h3>1. Phonetic errors<\/h3>\n<pee><strong>Definition<\/strong>: Confusion, omission, inversion of sounds.<\/pee>\n<pee><strong>Origin<\/strong>: Deficient phonology (discrimination, segmentation of sounds).<\/pee>\n<pee><strong>Manifestations<\/strong>:<\/pee>\n<pee><strong>Confusions of similar sounds<\/strong>:<\/pee>\n<pee><strong>Voiceless\/voiced<\/strong>: &#8220;hen&#8221; \u2192 &#8220;ball&#8221; (p\/b), &#8220;wind&#8221; \u2192 &#8220;fent&#8221; (v\/f), &#8220;train&#8221; \u2192 &#8220;drin&#8221; (t\/d).<\/pee>\n<pee><strong>Nasals<\/strong>: &#8220;good&#8221; \u2192 &#8220;bom&#8221;, &#8220;field&#8221; \u2192 &#8220;chan&#8221;.<\/pee>\n<pee><strong>Vowels<\/strong>: &#8220;a\/e&#8221; (&#8220;with&#8221; \u2192 &#8220;avac&#8221;), &#8220;\u00e9\/\u00e8&#8221; (&#8220;school&#8221; \u2192 &#8220;ecole&#8221;).<\/pee>\n<pee><strong>Omissions<\/strong>:<\/pee>\n<pee><strong>Letters<\/strong>: &#8220;table&#8221; \u2192 &#8220;tale&#8221;, &#8220;school bag&#8221; \u2192 &#8220;catale&#8221;.<\/pee>\n<pee><strong>Syllables<\/strong>: &#8220;chocolate&#8221; \u2192 &#8220;cholat&#8221;, &#8220;computer&#8221; \u2192 &#8220;ordateur&#8221;.<\/pee>\n<pee><strong>Inversions<\/strong>:<\/pee>\n<pee><strong>Letters<\/strong>: &#8220;tree&#8221; \u2192 &#8220;abre&#8221;, &#8220;arm&#8221; \u2192 &#8220;bars&#8221;.<\/pee>\n<pee><strong>Syllables<\/strong>: &#8220;animal&#8221; \u2192 &#8220;aminal&#8221;.<\/pee>\n<pee><strong>Substitutions<\/strong>:<\/pee>\n<pee><strong>Similar sounds<\/strong>: &#8220;house&#8221; \u2192 &#8220;mezon&#8221;, &#8220;play&#8221; \u2192 &#8220;juer&#8221;.<\/pee>\n<pee><strong>Student examples<\/strong>:<\/pee>\n<pee><strong>L\u00e9o (second grade)<\/strong>: Writes &#8220;the boat sailed on the sea&#8221; (= &#8220;the boat sailed on the sea&#8221;) &#8211; confusions v\/g, a\/ai, letter omissions.<\/pee>\n<pee><strong>Emma (third grade)<\/strong>: Writes &#8220;he had eaten an apple&#8221; (= &#8220;he had eaten an apple&#8221;) &#8211; confusions \u00e9\/ai, b\/p, silent letter omissions.<\/pee>\n<pee><strong>Frequency<\/strong>: 40-60% errors in dysorthography.<\/pee>\n<h3>2. Lexical errors<\/h3>\n<pee><strong>Definition<\/strong>: Spelling of irregular words, silent letters.<\/pee>\n<pee><strong>Origin<\/strong>: Deficient orthographic visual memory.<\/pee>\n<pee><strong>Manifestations<\/strong>:<\/pee>\n<pee><strong>Phonetic spelling<\/strong>:<\/pee>\n<pee><strong>Frequent words<\/strong>: &#8220;with&#8221; \u2192 &#8220;avek&#8221;, &#8220;a lot&#8221; \u2192 &#8220;bocou&#8221;, &#8220;always&#8221; \u2192 &#8220;toujour&#8221;.<\/pee>\n<pee><strong>Silent letters<\/strong>: &#8220;cat&#8221; \u2192 &#8220;cha&#8221;, &#8220;big&#8221; \u2192 &#8220;gran&#8221;, &#8220;time&#8221; \u2192 &#8220;tan&#8221;.<\/p>\n<\/pee>\n<pee><strong>Doubles<\/strong> : &#8220;call&#8221; \u2192 &#8220;apeler&#8221;, &#8220;apple&#8221; \u2192 &#8220;pome&#8221;.<\/pee>\n<pee><strong>Homophones<\/strong> :<\/pee>\n<pee><strong>a\/\u00e0<\/strong> : &#8220;he \u00e0 hungry&#8221; (= &#8220;he has hungry&#8221;).<\/pee>\n<pee><strong>and\/is<\/strong> : &#8220;he and left&#8221; (= &#8220;he is left&#8221;).<\/pee>\n<pee><strong>his\/are<\/strong> : &#8220;they his there&#8221; (= &#8220;they are there&#8221;).<\/pee>\n<pee><strong>Irregular words<\/strong> :<\/pee>\n<pee><strong>Exceptions<\/strong> : &#8220;woman&#8221; \u2192 &#8220;fame&#8221;, &#8220;mister&#8221; \u2192 &#8220;mosieu&#8221;, &#8220;onion&#8221; \u2192 &#8220;ognon&#8221;.<\/pee>\n<pee><strong>Examples students<\/strong> :<\/pee>\n<pee><strong>Tom (CM1)<\/strong> : Writes &#8220;he \u00e9 went in the forest with his dog&#8221; (= &#8220;he went in the forest with his dog&#8221;) &#8211; all phonetic, no word spelled correctly.<\/pee>\n<pee><strong>Chlo\u00e9 (CM2)<\/strong> : Writes &#8220;the cat and the dog are in the garden&#8221; (= &#8220;the cat and the dog are in the garden&#8221;) &#8211; systematic homophone confusions.<\/pee>\n<pee><strong>Frequency<\/strong> : 30-40% dysorthography errors.<\/pee>\n<h3>3. Grammatical errors<\/h3>\n<pee><strong>Definition<\/strong> : Agreements, conjugations, morphology.<\/pee>\n<pee><strong>Origin<\/strong> : Working memory, automation failures.<\/pee>\n<pee><strong>Manifestations<\/strong> :<\/pee>\n<pee><strong>Subject-verb agreements<\/strong> :<\/pee>\n<pee><strong>Plural<\/strong> : &#8220;the children play&#8221; (= &#8220;the children play&#8221;).<\/pee>\n<pee><strong>Person<\/strong> : &#8220;I eat&#8221; (= &#8220;I eat&#8221;).<\/pee>\n<pee><strong>Noun-adjective agreements<\/strong> :<\/pee>\n<pee><strong>Gender<\/strong> : &#8220;a beautiful castle&#8221; (= &#8220;a beautiful castle&#8221;).<\/pee>\n<pee><strong>Number<\/strong> : &#8220;the black cats&#8221; (= &#8220;the black cats&#8221;).<\/pee>\n<pee><strong>Past participle agreements<\/strong> :<\/pee>\n<pee><strong>With being<\/strong> : &#8220;they are left&#8221; (= &#8220;they are left&#8221;).<\/pee>\n<pee><strong>Conjugations<\/strong> :<\/pee>\n<pee><strong>Endings<\/strong> : &#8220;he was eating&#8221; \u2192 &#8220;he eaten&#8221;, &#8220;they have eaten&#8221; \u2192 &#8220;they have eat&#8221;.<\/pee>\n<pee><strong>Tense<\/strong> : Mixes (past\/present\/future).<\/pee>\n<pee><strong>Examples students<\/strong> :<\/pee>\n<pee><strong>Lucas (CE2)<\/strong> : Writes &#8220;the girls play in the yard, they are happy&#8221; &#8211; no agreement (plural, gender).<\/pee>\n<pee><strong>Sophie (CM1)<\/strong> : Writes &#8220;yesterday, I go to the park and I played&#8221; &#8211; mixed tenses, wrong endings.<\/pee>\n<pee><strong>Frequency<\/strong> : 20-30% dysorthography errors.<\/pee>\n<\/a>\n<pee><\/pee>\n<\/section>\n<div class=\"section-divider\">\u25c6 \u25c6 \u25c6<\/div>\n<section class=\"dynseo-section\">\n<h2 id=\"section-4\">Evaluation grids by type {#evaluation}<\/h2>\n<h3>Grid phonetic errors<\/h3>\n<pee><strong>Student production<\/strong> : Dictation, free writing.<\/pee>\n<pee><strong>Analyze<\/strong> :<\/pee>\n<ul class=\"styled-list\">\n<li>[ ] Deaf\/sound confusions (b\/p, d\/t, g\/k, v\/f, z\/s)<\/li>\n<li>[ ] Nasal confusions (an\/on, in\/un)<\/li>\n<li>[ ] Vowel confusions (a\/e, \u00e9\/\u00e8\/\u00ea, i\/u\/ou)<\/li>\n<li>[ ] Letter omissions (beginning, middle, end of words)<\/li>\n<li>[ ] Syllable omissions (long words)<\/li>\n<li>[ ] Letter inversions (tree \u2192 tree)<\/li>\n<li>[ ] Syllable inversions (animal \u2192 aminal)<\/li>\n<li>[ ] Substitutions of close sounds<\/li>\n<pee><strong>Score<\/strong> : Number of phonetic errors \/ total words.<\/pee>\n<pee><strong>Interpretation<\/strong> :<\/pee>\n<pee><strong><5%<\/strong> : Normal.<\/pee>\n<pee><strong>5-15%<\/strong> : Phonological difficulties (reinforce phonological awareness).<\/pee>\n<pee><strong>>15%<\/strong> : Likely phonetic dysorthography (speech therapist assessment).<\/pee>\n<h3>Grid lexical errors<\/h3>\n<pee><strong>Student production<\/strong> : Dictation of irregular, frequent words.<\/pee>\n<pee><strong>Analyze<\/strong> :<\/pee>\n<li>[ ] Frequent words phoneticized (&#8220;with&#8221; \u2192 &#8220;avek&#8221;)<\/li>\n<li>[ ] Silent letters forgotten (&#8220;cat&#8221; \u2192 &#8220;cha&#8221;)<\/li>\n<li>[ ] Doubles forgotten (&#8220;apple&#8221; \u2192 &#8220;pome&#8221;)<\/li>\n<li>[ ] Confused homophones (a\/\u00e0, and\/is, his\/are)<\/li>\n<li>[ ] Exceptions spelled phonetically (&#8220;woman&#8221; \u2192 &#8220;fame&#8221;)<\/li>\n<pee><strong>Score<\/strong> : Number of lexical errors \/ dictated irregular words.<\/pee>\n<pee><strong>Interpretation<\/strong> :<\/pee>\n<pee><strong><10%<\/strong> : Normal.<\/pee>\n<pee><strong>10-30%<\/strong> : Visual memorization difficulties (reinforce).<\/pee>\n<pee><strong>>30%<\/strong> : Likely lexical dysorthography (assessment).<\/pee>\n<h3>Grid grammatical errors<\/h3>\n<pee><strong>Student production<\/strong> : Short writing.<\/pee>\n<pee><strong>Analyze<\/strong> :<\/pee>\n<li>[ ] Subject-verb agreements (number, person)<\/li>\n<li>[ ] Noun-adjective agreements (gender, number)<\/li>\n<li>[ ] Past participle agreements<\/li>\n<li>[ ] Verb endings (\u00e9\/er\/ez\/ait)<\/li>\n<li>[ ] Conjugations (tense, agreement)<\/li>\n<li>[ ] Grammatical homophones (a\/\u00e0, and\/is, his\/are, these\/their)<\/li>\n<pee><strong>Score<\/strong> : Number of grammatical errors \/ expected agreements.<\/pee>\n<pee><strong>Interpretation<\/strong> :<\/pee>\n<pee><strong><15%<\/strong> : Normal (progressive learning).<\/pee>\n<pee><strong>15-40%<\/strong> : Grammatical difficulties (review rules, exercises).<\/pee>\n<pee><strong>>40%<\/strong> : Likely grammatical dysorthography (assessment).<\/pee>\n<h3>Global dysorthography grid<\/h3>\n<pee><strong>Cumulative<\/strong> : 3 types of errors.<\/pee>\n<pee><strong>If<\/strong> :<\/pee>\n<pee><strong>2+ types<\/strong> : >threshold = Likely dysorthography.<\/pee>\n<pee><strong>1 type<\/strong> : >high threshold (e.g., 30% phonetic errors) = Specific dysorthography.<\/pee>\n<pee><strong>Resistance<\/strong> : Errors persist after intensive teaching (8-12 weeks) = Confirms dysorthography.<\/pee>\n<pee><\/pee>\n<\/section>\n<section class=\"dynseo-section\">\n<h2 id=\"section-5\">Diagnostic dictations {#dictees}<\/h2>\n<h3>Principle<\/h3>\n<pee><strong>Dictation<\/strong> : Not graded evaluation, but diagnostic tool.<\/pee>\n<pee><strong>Objective<\/strong> : Identify types of errors, dysorthography profile.<\/pee>\n<pee><strong>Frequency<\/strong> : 2-3x\/year (beginning, middle, end of year).<\/pee>\n<pee><strong>No grade<\/strong> : Qualitative analysis (vs punishment).<\/pee>\n<h3>Phonetic dictation (CP-CE1)<\/h3>\n<pee><strong>Content<\/strong> : Simple, regular words (direct grapheme-phoneme correspondence).<\/pee>\n<pee><strong>Example<\/strong> :<\/pee>\n<pee><em>&#8220;Dad has a bike. Lola reads. The cat flies. He drank milk.&#8221;<\/em><\/pee>\n<pee><strong>Target<\/strong> : Phonetic errors (confusions, omissions, inversions).<\/p>\n<\/pee>\n<pee><strong>Analysis<\/strong> :<\/pee>\n<pee><strong>&#8220;papa&#8221; \u2192 &#8220;baba&#8221;<\/strong> : Confusion p\/b.<\/pee>\n<pee><strong>&#8220;v\u00e9lo&#8221; \u2192 &#8220;vlo&#8221;<\/strong> : Omission &#8220;\u00e9&#8221;.<\/pee>\n<pee><strong>&#8220;vole&#8221; \u2192 &#8220;voul&#8221;<\/strong> : Confusion o\/ou.<\/pee>\n<pee><strong>Interpretation<\/strong> :<\/pee>\n<pee><strong>Massive errors<\/strong> : Probable phonetic dysorthography.<\/pee>\n<h3>Lexical dictation (CE2-CM)<\/h3>\n<pee><strong>Content<\/strong> : Irregular frequent words, silent letters, homophones.<\/pee>\n<pee><strong>Example<\/strong> :<\/pee>\n<pee><em>&#8220;He is with his friend. They are in the garden. The weather is nice. She has many flowers.&#8221;<\/em><\/pee>\n<pee><strong>Target<\/strong> : Lexical errors (irregular words, homophones).<\/pee>\n<pee><strong>Analysis<\/strong> :<\/pee>\n<pee><strong>&#8220;est&#8221; \u2192 &#8220;\u00e9&#8221;<\/strong> : Phonetics (vs lexical spelling).<\/pee>\n<pee><strong>&#8220;avec&#8221; \u2192 &#8220;avek&#8221;<\/strong> : Phonetics.<\/pee>\n<pee><strong>&#8220;temps&#8221; \u2192 &#8220;tan&#8221;<\/strong> : Omission of silent letters.<\/pee>\n<pee><strong>&#8220;beaucoup&#8221; \u2192 &#8220;bocou&#8221;<\/strong> : Phonetics.<\/pee>\n<pee><strong>Interpretation<\/strong> :<\/pee>\n<pee><strong>Massive errors frequent words<\/strong> : Lexical dysorthography.<\/pee>\n<h3>Grammatical dictation (CM)<\/h3>\n<pee><strong>Content<\/strong> : Sentences requiring agreements.<\/pee>\n<pee><strong>Example<\/strong> :<\/pee>\n<pee><em>&#8220;The girls went to the park. They ate red apples. The boys are playing in the yard.&#8221;<\/em><\/pee>\n<pee><strong>Target<\/strong> : Grammatical errors (agreements).<\/pee>\n<pee><strong>Analysis<\/strong> :<\/pee>\n<pee><strong>&#8220;parties&#8221; \u2192 &#8220;parti&#8221;<\/strong> : No agreement past participle.<\/pee>\n<pee><strong>&#8220;pommes rouges&#8221; \u2192 &#8220;pomme rouge&#8221;<\/strong> : No agreements noun-adjective.<\/pee>\n<pee><strong>&#8220;jouent&#8221; \u2192 &#8220;joue&#8221;<\/strong> : No subject-verb agreement.<\/pee>\n<pee><strong>Interpretation<\/strong> :<\/pee>\n<pee><strong>No agreement<\/strong> : Grammatical dysorthography.<\/pee>\n<h3>Mixed dictation (CE2-CM)<\/h3>\n<pee><strong>Content<\/strong> : Mix of 3 types (complete profile evaluation).<\/pee>\n<pee><strong>Example<\/strong> :<\/pee>\n<pee><em>&#8220;Yesterday, the children went to the forest with their parents. They saw many animals. It was a beautiful day.&#8221;<\/em><\/pee>\n<pee><strong>Analysis<\/strong> : Count errors of each type.<\/pee>\n<pee><strong>Profile<\/strong> :<\/pee>\n<pee><strong>Emma<\/strong> : 15 phonetic errors, 8 lexical, 3 grammatical \u2192 Dominant phonetic dysorthography.<\/pee>\n<pee><strong>Tom<\/strong> : 3 phonetic, 18 lexical, 2 grammatical \u2192 Dominant lexical dysorthography.<\/pee>\n<pee><strong>Lucas<\/strong> : 5 phonetic, 7 lexical, 20 grammatical \u2192 Dominant grammatical dysorthography.<\/pee>\n<pee><strong>Adaptation<\/strong> : Targeted rehabilitation of dominant type.<\/pee>\n<\/a>\n<pee><\/pee>\n<\/section>\n<section class=\"dynseo-section\">\n<h2 id=\"section-6\">Adapted corrections {#corrections}<\/h2>\n<h3>Principle of benevolent correction<\/h3>\n<pee><strong>Not all red<\/strong> :<\/pee>\n<pee><strong>Discouragement<\/strong> : Massive red marking = abandonment (&#8220;I&#8217;ll never make it&#8221;).<\/pee>\n<pee><strong>Ineffective<\/strong> : Dysorthographic student sees errors, does not understand why (neurological disorder, not ignorance).<\/pee>\n<pee><strong>Select errors<\/strong> :<\/pee>\n<pee><strong>Objectives<\/strong> : 3-5 words max per production (vs 50 errors underlined).<\/pee>\n<pee><strong>Progression<\/strong> : Start with phonetic errors (fundamental), then lexical, finally grammatical.<\/pee>\n<pee><strong>Value successes<\/strong> :<\/pee>\n<pee><strong>Correct words<\/strong> : Underline in green (vs only red errors).<\/pee>\n<pee><strong>Progress<\/strong> : Compare previous production (vs class norm).<\/pee>\n<pee><strong>Contents<\/strong> : Evaluate ideas, structure, creativity (vs spelling).<\/pee>\n<h3>Correction by type of error<\/h3>\n<pee><strong>Phonetic errors<\/strong> :<\/pee>\n<pee><strong>Underline<\/strong> : Whole word.<\/pee>\n<pee><strong>Help<\/strong> : Say the word slowly, segment sounds.<\/pee>\n<pee><strong>Rewrite<\/strong> : Together orally, then student writes.<\/pee>\n<pee><strong>Example<\/strong> : &#8220;bato&#8221; \u2192 Teacher says &#8220;ba-teau&#8221;, student repeats, writes &#8220;bateau&#8221;.<\/pee>\n<pee><strong>Lexical errors<\/strong> :<\/pee>\n<pee><strong>Give<\/strong> : Correct spelling (visual memorization, not deduction).<\/pee>\n<pee><strong>Copy<\/strong> : 3-5x (anchor visual memory).<\/pee>\n<pee><strong>Display<\/strong> : Frequent words in class (permanent reference).<\/pee>\n<pee><strong>Example<\/strong> : &#8220;avek&#8221; \u2192 Show &#8220;avec&#8221;, student copies 5x, adds to personal list of frequent words.<\/pee>\n<pee><strong>Grammatical errors<\/strong> :<\/pee>\n<pee><strong>Explain<\/strong> : Rule briefly.<\/pee>\n<pee><strong>Surround<\/strong> : Concerned words (subject + verb, noun + adjective).<\/pee>\n<pee><strong>Rewrite<\/strong> : Agreement.<\/pee>\n<pee><strong>Example<\/strong> : &#8220;les filles joue&#8221; \u2192 Surround &#8220;filles&#8221; + &#8220;joue&#8221;, say &#8220;plural, so &#8216;jouent'&#8221;, student corrects.<\/pee>\n<h3>Adapted grading scales<\/h3>\n<pee><strong>Dissociate<\/strong> :<\/pee>\n<pee><strong>Content<\/strong> : 70-80% of grade (ideas, structure, richness).<\/pee>\n<pee><strong>Spelling<\/strong> : 20-30% of grade (vs 50% classic).<\/pee>\n<pee><strong>Or separate grades<\/strong> :<\/pee>\n<pee><strong>Content<\/strong> : Grade A.<\/pee>\n<pee><strong>Spelling<\/strong> : Grade B (informative, not penalizing average).<\/pee>\n<pee><strong>Bonus for progress<\/strong> :<\/pee>\n<pee><strong>Comparison<\/strong> : Previous production.<\/pee>\n<pee><strong>Value<\/strong> : Decrease in errors (vs absolute number).<\/pee>\n<pee><strong>Example<\/strong> : Emma 50 errors in production 1 \u2192 35 in production 2 = Huge progress (bonus points).<\/pee>\n<h3>Adapted dictations<\/h3>\n<pee><strong>Not classic dictations<\/strong> :<\/pee>\n<pee><strong>Ineffective<\/strong> : Dysorthographic student always fails (demotivation).<\/pee>\n<pee><strong>Alternatives<\/strong> :<\/pee>\n<pee><strong>Prepared dictation<\/strong> : Words given the day before, revised, dictated the next day.<\/pee>\n<pee><strong>Choice dictation<\/strong> : Student chooses 10 words from a list of 20 (success assured).<\/pee>\n<pee><strong>Negotiated dictation<\/strong> : Pairs, discuss spelling, write together.<\/p>\n<\/pee>\n<pee><strong>Fill-in-the-blank dictation<\/strong> : Pre-written text, complete a few words.<\/pee>\n<pee><strong>Zero dictation<\/strong> : If severe dysorthographia (evaluate otherwise).<\/pee>\n<pee><\/pee>\n<\/section>\n<div class=\"section-divider\">\u25c6 \u25c6 \u25c6<\/div>\n<section class=\"dynseo-section\">\n<h2 id=\"section-7\">Compensation strategies {#strategies}<\/h2>\n<h3>Technological tools<\/h3>\n<pee><strong>Spell checker<\/strong> :<\/pee>\n<pee><strong>Systematic<\/strong> : Computer, tablet.<\/pee>\n<pee><strong>Learning<\/strong> : Use (not all automatic &#8211; choice of corrections).<\/pee>\n<pee><strong>No cheating<\/strong> : Compensatory tool (like glasses).<\/pee>\n<pee><strong>Voice dictation<\/strong> :<\/pee>\n<pee><strong>Software<\/strong> : Dragon, built-in functions (phone, computer).<\/pee>\n<pee><strong>Freeing<\/strong> : From writing constraints (oralized ideas, transcribed).<\/pee>\n<pee><strong>Limits<\/strong> : Punctuation, homophones (supervision needed).<\/pee>\n<pee><strong>Word predictor<\/strong> :<\/pee>\n<pee><strong>Suggestions<\/strong> : Words while writing (reduces errors).<\/pee>\n<pee><strong>Memorization<\/strong> : Correct spellings memorized visually.<\/pee>\n<h3>Memory aids<\/h3>\n<pee><strong>References<\/strong> :<\/pee>\n<pee><strong>Frequent words<\/strong> : Displayed in class, personal list for student.<\/pee>\n<pee><strong>Homophones<\/strong> : Charts (a\/\u00e0, et\/est, son\/sont + differentiation tips).<\/pee>\n<pee><strong>Rules<\/strong> : Simplified, visual (posters, placemats).<\/pee>\n<pee><strong>Color codes<\/strong> :<\/pee>\n<pee><strong>Agreements<\/strong> : Highlight (subject blue, verb red, links arrowed).<\/pee>\n<pee><strong>Nature<\/strong> : Nouns green, verbs red, adjectives yellow (visual identification).<\/pee>\n<pee><strong>Mnemonics<\/strong> :<\/pee>\n<pee><strong>Create<\/strong> : With student (personalized = memorable).<\/pee>\n<pee><strong>Examples<\/strong> : &#8220;a&#8221; verb to have \u2192 replace &#8220;avait&#8221; (&#8220;il a faim&#8221; \u2192 &#8220;il avait faim&#8221; = good).<\/pee>\n<h3>Proofreading strategies<\/h3>\n<pee><strong>Targeted proofreading<\/strong> :<\/pee>\n<pee><strong>Not all<\/strong> : Focus on 1 type of error.<\/pee>\n<pee><strong>Example<\/strong> : 1st proofreading = subject-verb agreements only. 2nd = homophones. Etc.<\/pee>\n<pee><strong>Tools<\/strong> :<\/pee>\n<pee><strong>Checklist<\/strong> : Verification (checklist of error types).<\/pee>\n<pee><strong>Peers<\/strong> : Cross proofreading (another student, supportive).<\/pee>\n<pee><strong>Time<\/strong> : Additional (proofreading for dysorthographia 2-3x longer).<\/pee>\n<h3>Reducing requirements<\/h3>\n<pee><strong>Quantity<\/strong> :<\/pee>\n<pee><strong>Write less<\/strong> : 5 rich sentences (vs 20 rushed).<\/pee>\n<pee><strong>Quality<\/strong> : Content (vs quantity).<\/pee>\n<pee><strong>Formats<\/strong> :<\/pee>\n<pee><strong>Oral<\/strong> : Prefer (presentations, audio recordings).<\/pee>\n<pee><strong>Diagrams<\/strong> : Mind maps, annotated drawings (vs long writings).<\/pee>\n<pee><strong>Assessments<\/strong> :<\/pee>\n<pee><strong>Multiple choice<\/strong> : Vs open questions (reduce writing).<\/pee>\n<pee><strong>Oral<\/strong> : Vs written (evaluate knowledge, not spelling).<\/pee>\n<h3>Adapted training<\/h3>\n<pee><strong>COCO<\/strong> :<\/pee>\n<pee><strong>Spelling games<\/strong> : Fun, progressive, without pressure.<\/pee>\n<pee><strong>Phonology<\/strong> : Sound awareness (foundation).<\/pee>\n<pee><strong>Visual memory<\/strong> : Frequent words (games).<\/pee>\n<pee><strong>Speech therapy<\/strong> :<\/pee>\n<pee><strong>Rehabilitation<\/strong> : Specialized (phonology, spelling memory, strategies).<\/pee>\n<pee><strong>Regular<\/strong> : 1-2x\/week minimum.<\/pee>\n<pee><strong>Patience<\/strong> : Slow progress, but possible.<\/pee>\n<pee><\/pee>\n<\/section>\n<section class=\"dynseo-section\">\n<h2 id=\"section-8\">Teacher testimonials<\/h2>\n<h3>Claire, CE2 teacher<\/h3>\n<pee><em>&#8220;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.&#8221;<\/em><\/pee>\n<h3>Marc, CM1 teacher<\/h3>\n<pee><em>&#8220;Tom all phonetic (&#8216;he had gone&#8217;). 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.&#8221;<\/em><\/pee>\n<h3>Sophie, CM2 teacher<\/h3>\n<pee><em>&#8220;Lucas no agreements (plural, gender, conjugation). Thought &#8216;does not know rules&#8217;. 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.&#8221;<\/em><\/pee>\n<pee><\/pee>\n<\/section>\n<section class=\"dynseo-section\">\n<h2 id=\"section-9\">Conclusion: Identify to adapt justly<\/h2>\n<pee>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.<\/pee>\n<pee><strong>The keys to support dysorthographia:<\/strong><\/pee>\n<pee>1. &#x2705; Identify types of errors (phonetic, lexical, grammatical)<\/pee>\n<pee>2. &#x2705; Assess profile (diagnostic dictations, grids)<\/pee>\n<pee>3. &#x2705; Selectively correct (3-5 errors max, not all red)<\/pee>\n<pee>4. &#x2705; Value content (ideas, structure vs spelling)<\/pee>\n<pee>5. &#x2705; Adapt grading scales (dissociate content\/spelling)<\/pee>\n<pee>6. &#x2705; Compensate (digital tools, memory aids)<\/pee>\n<pee>7. &#x2705; Reduce requirements (quantity, formats)<\/pee>\n<pee>8. &#x2705; Train (understand disorder, master differentiated assessment)<\/pee>\n<\/pee>\n<pee><strong>Dysorthography can be compensated for and circumvented. Our <a href=\"https:\/\/www.dynseo.com\/en\/courses\/identifying-and-supporting-dys-disorders-in-elementary-school\/\" target=\"_blank\">DYNSEO training<\/a> teaches adapted assessment + correction. COCO trains spelling in a playful way. You can transform the report of a dysorthographic student into writing.<\/strong><\/pee>\n<pee><\/pee>\n<pee><strong>DYNSEO resources to support dysorthography:<\/strong><\/pee>\n<li><a href=\"https:\/\/www.dynseo.com\/en\/courses\/identifying-and-supporting-dys-disorders-in-elementary-school\/\" target=\"_blank\">Training DYS Disorders: identify dysorthography and adapt assessments<\/a><\/li>\n<li><a href=\"https:\/\/www.dynseo.com\/en\/courses\/supporting-students-with-learning-disabilities-strategies-and-tools-for-the-classroom\/\" target=\"_blank\">Training Support students with learning disorders<\/a><\/li>\n<li>COCO Program: adapted spelling games<\/li>\n<\/ul>\n<p><\/a>\n<pee><\/pee>\n<pee><em>Behind every red mark, there is a child who tried. Who thought, searched, corrected, recopied. Who thought &#8216;with&#8217; is spelled &#8216;avek&#8217; because it makes sense. Who forgets &#8216;s&#8217; for plural because their brain forgets. 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