{"id":453376,"date":"2025-12-25T00:38:13","date_gmt":"2025-12-24T23:38:13","guid":{"rendered":"https:\/\/www.dynseo.com\/?p=453376"},"modified":"2025-12-27T00:43:16","modified_gmt":"2025-12-26T23:43:16","slug":"dysorthography-complete-guide-for-speech-therapists","status":"publish","type":"post","link":"https:\/\/www.dynseo.com\/en\/dysorthography-complete-guide-for-speech-therapists\/","title":{"rendered":"Dysorthography: complete guide for speech therapists"},"content":{"rendered":"<p>[et_pb_section fb_built=&#8221;1&#8243; admin_label=&#8221;Article HTML&#8221; _builder_version=&#8221;4.16&#8243; custom_padding=&#8221;0px||0px||false|false&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_row admin_label=&#8221;Contenu&#8221; _builder_version=&#8221;4.16&#8243; width=&#8221;100%&#8221; max_width=&#8221;100%&#8221; custom_padding=&#8221;0px||0px||false|false&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;4.16&#8243; global_colors_info=&#8221;{}&#8221;][et_pb_code admin_label=&#8221;HTML import\u00e9&#8221; _builder_version=&#8221;4.16&#8243; global_colors_info=&#8221;{}&#8221;]<\/p>\n<style type=\"text\/css\">\n:root { --primary: #dc2626; --primary-dark: #b91c1c; --secondary: #0891b2; --text: #1f2937; --text-light: #6b7280; --bg-light: #f3f4f6; --border: #e5e7eb; }\n.dbi-art-528986 * { margin: 0; padding: 0; box-sizing: border-box; }\n.dbi-art-528986 { font-family: -apple-system, BlinkMacSystemFont, 'Segoe UI', Roboto, sans-serif; line-height: 1.7; color: var(--text); }\n.dbi-art-528986 .container { max-width: 900px; margin: 0 auto; padding: 20px; }\n.dbi-art-528986 h1 { font-size: 2.2rem; color: var(--primary-dark); margin-bottom: 20px; }\n.dbi-art-528986 h2 { font-size: 1.6rem; color: var(--primary-dark); margin: 50px 0 25px; padding-bottom: 10px; border-bottom: 3px solid var(--secondary); }\n.dbi-art-528986 h3 { font-size: 1.3rem; margin: 30px 0 15px; }\n.dbi-art-528986 p { margin-bottom: 18px; text-align: justify; }\n.dbi-art-528986 .intro-box { background: linear-gradient(135deg, #fef2f2 0%, #cffafe 100%); border-radius: 12px; padding: 30px; margin: 30px 0; border-left: 5px solid var(--primary); }\n.dbi-art-528986 .download-hero { background: linear-gradient(135deg, var(--primary) 0%, var(--primary-dark) 100%); color: white; padding: 50px 40px; border-radius: 16px; text-align: center; margin: 40px 0; }\n.dbi-art-528986 .download-hero h2 { color: white; border: none; margin: 0 0 15px; }\n.dbi-art-528986 .btn { display: inline-block; background: white; color: var(--primary-dark); padding: 14px 30px; border-radius: 30px; text-decoration: none; font-weight: 600; margin: 5px; }\n.dbi-art-528986 .toc { background: #fef2f2; border: 2px solid var(--primary); border-radius: 12px; padding: 25px 30px; margin: 30px 0; }\n.dbi-art-528986 .toc h3 { color: var(--primary-dark); margin-bottom: 15px; }\n.dbi-art-528986 .toc ul { list-style: none; columns: 2; column-gap: 40px; }\n.dbi-art-528986 .toc li { padding: 8px 0; border-bottom: 1px solid #fecaca; }\n.dbi-art-528986 .toc a { color: var(--text); text-decoration: none; }\n.dbi-art-528986 table { width: 100%; border-collapse: collapse; margin: 25px 0; }\n.dbi-art-528986 th { background: var(--primary); color: white; padding: 14px 12px; text-align: left; }\n.dbi-art-528986 td { padding: 12px; border-bottom: 1px solid var(--border); }\n.dbi-art-528986 tr:nth-child(even) { background: #fef2f2; }\n.dbi-art-528986 .tools-grid { display: grid; grid-template-columns: repeat(auto-fill, minmax(280px, 1fr)); gap: 20px; margin: 30px 0; }\n.dbi-art-528986 .tool-card { background: white; border: 1px solid var(--border); border-radius: 12px; padding: 25px; }\n.dbi-art-528986 .tool-card h4 { color: var(--primary-dark); margin-bottom: 10px; }\n.dbi-art-528986 .tool-card p { color: var(--text-light); font-size: 0.95rem; margin-bottom: 15px; }\n.dbi-art-528986 .tool-link { display: inline-block; background: var(--primary); color: white; padding: 10px 20px; border-radius: 8px; text-decoration: none; font-weight: 500; }\n.dbi-art-528986 .tip-box { background: #cffafe; border-left: 4px solid var(--secondary); padding: 20px; margin: 25px 0; border-radius: 0 10px 10px 0; }\n.dbi-art-528986 .faq-item { border: 1px solid var(--border); border-radius: 10px; margin-bottom: 15px; }\n.dbi-art-528986 .faq-question { background: var(--bg-light); padding: 18px 20px; font-weight: 600; color: var(--primary-dark); }\n.dbi-art-528986 .faq-answer { padding: 20px; }\n@media (max-width: 768px) {\n.dbi-art-528986 .toc ul { columns: 1; }\n}<\/p>\n<\/style>\n<div class=\"dbi-art-528986\">\n<div class=\"container\">\n<h1>Dysorthography: Complete Guide for Speech Therapists<\/h1>\n<div class=\"intro-box\">\n    <pee><strong>Dysorthography<\/strong> is a specific learning disorder related to spelling. Often associated with dyslexia, it can also exist in isolation. It is characterized by persistent difficulties in correctly spelling words despite appropriate teaching. This guide presents the types of dysorthography, assessment, and rehabilitation strategies.<\/pee>\n<\/div>\n<div class=\"download-hero\">\n<h2>\u270d\ufe0f Resources for Dysorthography<\/h2>\n<pee>Spelling exercises, visual rules, mnemonic strategies<\/pee>\n    Access the tools \u2192\n<\/div>\n<div class=\"toc\">\n<h3>\ud83d\udccb Table of Contents<\/h3>\n<ul>\n<li><a href=\"#definition\">1. Definition<\/a><\/li>\n<li><a href=\"#types\">2. Types of Dysorthography<\/a><\/li>\n<li><a href=\"#erreurs\">3. Types of Errors<\/a><\/li>\n<li><a href=\"#evaluation\">4. Assessment<\/a><\/li>\n<li><a href=\"#intervention\">5. Intervention<\/a><\/li>\n<li><a href=\"#amenagements\">6. Accommodations<\/a><\/li>\n<li><a href=\"#outils\">7. Our Tools<\/a><\/li>\n<li><a href=\"#faq\">8. FAQ<\/a><\/li>\n<\/ul>\n<\/div>\n<h2 id=\"definition\">What is Dysorthography?<\/h2>\n<pee>Dysorthography is a <strong>specific disorder of spelling acquisition<\/strong>, of neurobiological origin. It manifests as persistent difficulties in writing words correctly, in the absence of intellectual disability, sensory disorder, or lack of instruction.<\/pee>\n<pee>It is often associated with <strong>dyslexia<\/strong> (reading disorder), but can exist in isolation. When both disorders are present, it is referred to as dyslexia-dysorthography.<\/pee>\n<h2 id=\"types\">Types of Dysorthography<\/h2>\n<table>\n<thead>\n<tr>\n<th>Type<\/th>\n<th>Affected Mechanism<\/th>\n<th>Typical Errors<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td><strong>Phonological<\/strong><\/td>\n<td>Phoneme-grapheme conversion<\/td>\n<td>Phonetically implausible errors: &#8220;bateau&#8221; \u2192 &#8220;pato&#8221;<\/td>\n<\/tr>\n<tr>\n<td><strong>Surface<\/strong><\/td>\n<td>Orthographic lexicon<\/td>\n<td>Errors on irregular words: &#8220;femme&#8221; \u2192 &#8220;fame&#8221;<\/td>\n<\/tr>\n<tr>\n<td><strong>Mixed<\/strong><\/td>\n<td>Both pathways<\/td>\n<td>All types of errors<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2 id=\"erreurs\">Types of Spelling Errors<\/h2>\n<h3>Phonological Errors<\/h3>\n<ul>\n<li><strong>Omissions<\/strong>: &#8220;arbre&#8221; \u2192 &#8220;abre&#8221;<\/li>\n<li><strong>Additions<\/strong>: &#8220;partir&#8221; \u2192 &#8220;paretir&#8221;<\/li>\n<li><strong>Substitutions<\/strong>: &#8220;chapeau&#8221; \u2192 &#8220;sapeau&#8221;<\/li>\n<li><strong>Inversions<\/strong>: &#8220;pour&#8221; \u2192 &#8220;poru&#8221;<\/li>\n<\/ul>\n<h3>Usage\/Lexical Errors<\/h3>\n<ul>\n<li><strong>Irregular Words<\/strong>: &#8220;monsieur&#8221; \u2192 &#8220;mesieu&#8221;<\/li>\n<li><strong>Homophones<\/strong>: &#8220;a\/\u00e0&#8221;, &#8220;son\/sont&#8221;<\/li>\n<li><strong>Silent Letters<\/strong>: &#8220;temps&#8221; \u2192 &#8220;temp&#8221;<\/li>\n<\/ul>\n<h3>Grammatical Errors<\/h3>\n<ul>\n<li><strong>Agreements<\/strong>: &#8220;les chats noir&#8221;<\/li>\n<li><strong>Conjugations<\/strong>: &#8220;ils mange&#8221;<\/li>\n<li><strong>Grammatical Homophones<\/strong>: &#8220;et\/est&#8221;, &#8220;ce\/se&#8221;<\/li>\n<\/ul>\n<h2 id=\"evaluation\">Assessment<\/h2>\n<ul>\n<li><strong>Word Dictation<\/strong>: regular, irregular, pseudo-words<\/li>\n<li><strong>Sentence\/Text Dictation<\/strong><\/li>\n<li><strong>Spontaneous Written Production<\/strong><\/li>\n<li><strong>Qualitative Analysis<\/strong> of errors<\/li>\n<li><strong>Reading Assessment<\/strong> (often associated)<\/li>\n<li><strong>Phonological Awareness<\/strong><\/li>\n<\/ul>\n<h2 id=\"intervention\">Speech Therapy Intervention<\/h2>\n<div class=\"tip-box\">\n<h4>\ud83d\udca1 Rehabilitation Principles<\/h4>\n<ul>\n<li><strong>Target<\/strong> the type of dysorthography (phonological, surface, grammatical)<\/li>\n<li><strong>Clarify<\/strong> rules and strategies<\/li>\n<li><strong>Multi-sensory<\/strong>: see, hear, write, spell<\/li>\n<li><strong>Repetition<\/strong> and <strong>automation<\/strong><\/li>\n<li><strong>Metacognition<\/strong>: learning to proofread<\/li>\n<\/ul>\n<\/div>\n<h3>Work Areas<\/h3>\n<ul>\n<li><strong>Phonological Awareness<\/strong>: segmentation, manipulation of sounds<\/li>\n<li><strong>Phoneme-Grapheme Correspondences<\/strong>: systematic learning<\/li>\n<li><strong>Orthographic Lexicon<\/strong>: memorization of frequent and irregular words<\/li>\n<li><strong>Spelling Rules<\/strong>: explicit, with mnemonic aids<\/li>\n<li><strong>Grammar<\/strong>: agreements, conjugations<\/li>\n<li><strong>Proofreading Strategies<\/strong><\/li>\n<\/ul>\n<h2 id=\"amenagements\">School Accommodations<\/h2>\n<ul>\n<li><strong>Extra Time<\/strong><\/li>\n<li><strong>Computer<\/strong> with spell checker<\/li>\n<li><strong>No Penalty<\/strong> for spelling (except dictation)<\/li>\n<li><strong>Adapted Dictation<\/strong>: fill-in-the-blanks, multiple choice, shortened<\/li>\n<li><strong>Oral Assessment<\/strong> when possible<\/li>\n<li><strong>Supports<\/strong>: memos, displayed rules<\/li>\n<\/ul>\n<h2 id=\"outils\">Our Downloadable Tools<\/h2>\n<div class=\"tools-grid\">\n<div class=\"tool-card\">\n<h4>\ud83c\udfb6 Phonological Awareness<\/h4>\n<pee>Foundation of phonetic spelling.<\/pee>\n        Download\n    <\/div>\n<div class=\"tool-card\">\n<h4>\ud83d\udcdd Visual Spelling Rules<\/h4>\n<pee>Illustrated memos of the main rules.<\/pee>\n        Download\n    <\/div>\n<div class=\"tool-card\">\n<h4>\ud83d\udd24 Frequent Words Cards<\/h4>\n<pee>Words to memorize globally.<\/pee>\n        Download\n    <\/div>\n<div class=\"tool-card\">\n<h4>\u2705 Proofreading Checklist<\/h4>\n<pee>Check-list for self-correction.<\/pee>\n        Download\n    <\/div>\n<\/div>\n<h2 id=\"faq\">Frequently Asked Questions<\/h2>\n<div class=\"faq-item\">\n<div class=\"faq-question\">\ud83d\udccc Is dysorthography always associated with dyslexia?<\/div>\n<div class=\"faq-answer\">\n        <pee><strong>No, not always<\/strong>. Most dyslexics also have dysorthography (reading and writing share mechanisms). But dysorthography can exist <strong>without dyslexia<\/strong>: the person reads correctly but has difficulties writing. This is particularly the case when the lexical pathway (orthographic memory) is affected.<\/pee>\n    <\/div>\n<\/div>\n<div class=\"faq-item\">\n<div class=\"faq-question\">\ud83d\udccc Is the spell checker sufficient?<\/div>\n<div class=\"faq-answer\">\n        <pee>The spell checker is a <strong>valuable aid<\/strong> but is not sufficient. It does not correct everything (grammatical homophones, misspelled but existing words) and does not replace understanding of the rules. Rehabilitation aims to improve spelling skills, and the spell checker is a complementary compensatory tool.<\/pee>\n    <\/div>\n<\/div>\n<div class=\"download-hero\">\n<h2>\u270d\ufe0f Supporting Dysorthography<\/h2>\n<pee>Discover all our free tools<\/pee>\n    See all tools \u2192\n<\/div>\n<\/div>\n<\/div>\n<p>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n<p>[et_pb_code]<script type=\"application\/ld+json\">{\"@context\":\"https:\/\/schema.org\",\"@type\":\"FAQPage\",\"mainEntity\":[{\"@type\":\"Question\",\"name\":\"What is dysorthography?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"Dysorthography is a specific disorder of spelling acquisition, of neurobiological origin. It manifests as persistent difficulties in writing words correctly, in the absence of intellectual disability, sensory disorder, or lack of instruction. 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