{"id":726281,"date":"2026-06-26T19:47:45","date_gmt":"2026-06-26T17:47:45","guid":{"rendered":"https:\/\/www.dynseo.com\/dysorthographia-recurring-errors-assessment-strategies-2\/"},"modified":"2026-11-09T00:53:56","modified_gmt":"2026-11-08T23:53:56","slug":"dysorthographia-recurring-errors-and-assessment-strategies","status":"publish","type":"post","link":"https:\/\/www.dynseo.com\/en\/dysorthographia-recurring-errors-and-assessment-strategies\/","title":{"rendered":"Dysorthographia: Recurring Errors and Assessment Strategies"},"content":{"rendered":"<p>[et_pb_section fb_built=&#8221;1&#8243; admin_label=&#8221;Article HTML (MAJ)&#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<article class=\"dyn-premium\" lang=\"en\">\n<header class=\"article-hero\">\n<div class=\"container\"><span class=\"article-category\">Practical guide<\/span><\/p>\n<h1>Dysorthographia: Recurring Errors and Assessment Strategies<\/h1>\n<pee class=\"article-meta\">Updated 8 November 2026 \u00b7 DYNSEO<\/pee><\/div>\n<\/header>\n<div class=\"container\">\n<div class=\"article-body\">\n<nav class=\"article-toc\" aria-label=\"In this article\"><pee><strong>In this article<\/strong><\/pee>\n<ul>\n<li><a href=\"#section-1\">Table of Contents<\/a><\/li>\n<li><a href=\"#section-2\">What is dysorthographia? {#definition}<\/a><\/li>\n<li><a href=\"#section-3\">The 3 types of recurring errors {#types-erreurs}<\/a><\/li>\n<li><a href=\"#section-4\">Assessment grids by type {#evaluation}<\/a><\/li>\n<li><a href=\"#section-5\">Diagnostic dictations {#dictees}<\/a><\/li>\n<li><a href=\"#section-6\">Adapted corrections {#corrections}<\/a><\/li>\n<li><a href=\"#section-7\">Compensation strategies {#strategies}<\/a><\/li>\n<li><a href=\"#section-8\">Teacher testimonials<\/a><\/li>\n<li><a href=\"#section-9\">Conclusion: Identify to adapt fairly<\/a><\/li>\n<\/ul>\n<\/nav>\n<pee>title: Dysorthographia: Typical Recurring Errors and Classroom Assessment Strategies<\/pee><pee>description: Teacher guide dysorthographia elementary school: types recurring errors (phonetic, lexical, grammatical), differentiated assessment strategies, identification, observation grids, diagnostic dictations, correction adaptations, compensation strategies.<\/pee><pee>keywords: dysorthographia, spelling errors, recurring, assessment, elementary school, teachers, identification, dictations, phonetic, lexical, grammatical, adaptations, corrections<\/pee><pee>[\/META]<\/pee><pee>dysorthographia, spelling errors, recurring, assessment, elementary school, teachers, dictations, phonetic, lexical, grammatical, identification, adaptations, corrections, strategies<\/pee><pee>[\/TAGS]<\/pee><pee><em>Reading time: 34 minutes<\/em><\/pee><pee><img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2025\/11\/Troubles-dys-%C3%A0-l%C3%A9c%E2%80%A6-Anglais.jpg\" alt=\"Dysorthographia: Recurring Errors and Assessment Strategies\" loading=\"lazy\">\n<\/pee><pee>&#8220;Emma makes the same mistakes for 2 years, despite repetitions&#8230;&#8221; &#8220;Lucas writes &#8216;he goed to school&#8217;, is this normal in 2nd grade?&#8221; &#8220;How to differentiate dysorthographia from lack of work?&#8221; &#8220;Should I correct everything in red?&#8221;<\/pee><pee>Dysorthographia is not just being &#8220;bad at spelling&#8221;. It&#8217;s a specific, lasting, massive disorder that resists ordinary learning. Certain errors are typical, recurring, characteristic. Identifying them allows for disorder recognition, fair assessment, and adapted corrections.<\/pee><pee>This guide explains typical dysorthographia errors, how to assess them, and how to correct without discouraging.<\/pee><pee>&#8212;<\/pee>\n<h2 id=\"section-1\">Table of Contents<\/h2>\n<pee>1. What is dysorthographia?<\/pee><pee>2. The 3 types of recurring errors<\/pee><pee>3. Assessment grids by type<\/pee><pee>4. Diagnostic dictations<\/pee><pee>5. Adapted corrections<\/pee><pee>6. Compensation strategies<\/pee><pee>&#8212;<\/pee>\n<h2 id=\"section-2\">What is dysorthographia? {#definition}<\/h2>\n<h3>Definition<\/h3>\n<pee><strong>Dysorthographia<\/strong>: Specific spelling acquisition disorder.<\/pee><pee><strong>Characteristics<\/strong>:<\/pee><pee><strong>Massive errors<\/strong>: 20-50%+ words misspelled (vs 5-10% ordinary difficulties).<\/pee><pee><strong>Resistance<\/strong>: To learning (repetitions, rules, dictations ineffective).<\/pee><pee><strong>Duration<\/strong>: Persists for years (vs catch-up delay).<\/pee><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><pee><strong>75-90% dyslexics<\/strong>: Also dysorthographic.<\/pee><pee><strong>Common origin<\/strong>: Phonology (sound awareness).<\/pee><pee><strong>But difference<\/strong>:<\/pee><pee><strong>Dyslexia<\/strong>: Reading + writing.<\/pee><pee><strong>Dysorthographia<\/strong>: Mainly writing (reading may be correct).<\/pee><pee><strong>Isolated dysorthographia<\/strong>:<\/pee><pee><strong>10-25% cases<\/strong>: Without dyslexia (reads correctly, writes catastrophically).<\/pee>\n<h3>Distinguishing dysorthographia vs ordinary difficulties<\/h3>\n<pee><strong>Ordinary difficulties<\/strong>:<\/pee><pee><strong>Errors<\/strong>: Decrease with teaching, repetitions, maturation.<\/pee><pee><strong>Learning<\/strong>: Effective (rules progressively integrated).<\/pee><pee><strong>Progress<\/strong>: Visible (upward curve).<\/pee><pee><strong>Dysorthographia<\/strong>:<\/pee><pee><strong>Errors<\/strong>: Massive, persistent, resistant.<\/pee><pee><strong>Learning<\/strong>: Ineffective (rules never automated).<\/pee><pee><strong>Stagnation<\/strong>: Or minimal progress (flat curve).<\/pee><pee>&#8212;<\/pee>\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><pee><strong>Origin<\/strong>: Defective phonology (discrimination, sound segmentation).<\/pee><pee><strong>Manifestations<\/strong>:<\/pee><pee><strong>Confusions of similar sounds<\/strong>:<\/pee><pee><strong>Voiced\/voiceless<\/strong>: &#8220;pool&#8221; \u2192 &#8220;bool&#8221; (p\/b), &#8220;vent&#8221; \u2192 &#8220;fent&#8221; (v\/f), &#8220;train&#8221; \u2192 &#8220;drain&#8221; (t\/d).<\/pee><pee><strong>Nasals<\/strong>: &#8220;bon&#8221; \u2192 &#8220;bom&#8221;, &#8220;champ&#8221; \u2192 &#8220;chan&#8221;.<\/pee><pee><strong>Vowels<\/strong>: &#8220;a\/e&#8221; (&#8220;with&#8221; \u2192 &#8220;wath&#8221;), &#8220;\u00e9\/\u00e8&#8221; (&#8220;school&#8221; \u2192 &#8220;scool&#8221;).<\/pee><pee><strong>Omissions<\/strong>:<\/pee><pee><strong>Letters<\/strong>: &#8220;table&#8221; \u2192 &#8220;tale&#8221;, &#8220;backpack&#8221; \u2192 &#8220;bakpack&#8221;.<\/pee><pee><strong>Syllables<\/strong>: &#8220;chocolate&#8221; \u2192 &#8220;cholate&#8221;, &#8220;computer&#8221; \u2192 &#8220;compter&#8221;.<\/pee><pee><strong>Inversions<\/strong>:<\/pee><pee><strong>Letters<\/strong>: &#8220;tree&#8221; \u2192 &#8220;tere&#8221;, &#8220;arm&#8221; \u2192 &#8220;amr&#8221;.<\/pee><pee><strong>Syllables<\/strong>: &#8220;animal&#8221; \u2192 &#8220;aminal&#8221;.<\/pee><pee><strong>Substitutions<\/strong>:<\/pee><pee><strong>Similar sounds<\/strong>: &#8220;house&#8221; \u2192 &#8220;hose&#8221;, &#8220;play&#8221; \u2192 &#8220;pley&#8221;.<\/pee><pee><strong>Student examples<\/strong>:<\/pee><pee>Illustrative classroom example: a pupil writes \u201cthe bot saild on the se\u201d for \u201cthe boat sailed on the sea\u201d. Record the spelling patterns and context; this example alone cannot establish a learning disorder.<\/pee><pee><strong>Emma (2nd grade)<\/strong>: Writes &#8220;he had eated a domme&#8221; (= &#8220;he had eaten an apple&#8221;) &#8211; confusions \u00e9\/ai, b\/p, silent letter omissions.<\/pee><pee><strong>Frequency<\/strong>: 40-60% dysorthographia errors.<\/pee>\n<h3>2. Lexical errors<\/h3>\n<pee><strong>Definition<\/strong>: Spelling of irregular words, silent letters.<\/pee><pee><strong>Origin<\/strong>: Defective visual orthographic memory.<\/pee><pee><strong>Manifestations<\/strong>:<\/pee><pee><strong>Phonetic spelling<\/strong>:<\/pee><pee><strong>Frequent words<\/strong>: &#8220;with&#8221; \u2192 &#8220;wif&#8221;, &#8220;because&#8221; \u2192 &#8220;becuz&#8221;, &#8220;always&#8221; \u2192 &#8220;alwayz&#8221;.<\/pee><pee><strong>Silent letters<\/strong>: &#8220;night&#8221; \u2192 &#8220;nite&#8221;, &#8220;could&#8221; \u2192 &#8220;cood&#8221;, &#8220;time&#8221; \u2192 &#8220;tim&#8221;.<\/pee><pee><strong>Doublings<\/strong>: &#8220;running&#8221; \u2192 &#8220;runing&#8221;, &#8220;apple&#8221; \u2192 &#8220;aple&#8221;.<\/pee><pee><strong>Homophones<\/strong>:<\/pee><pee><strong>to\/too\/two<\/strong>: &#8220;I want too go&#8221; (= &#8220;I want to go&#8221;).<\/pee><pee><strong>there\/their\/they&#8217;re<\/strong>: &#8220;Their going&#8221; (= &#8220;They&#8217;re going&#8221;).<\/pee><pee><strong>your\/you&#8217;re<\/strong>: &#8220;Your late&#8221; (= &#8220;You&#8217;re late&#8221;).<\/pee><pee><strong>Irregular words<\/strong>:<\/pee><pee><strong>Exceptions<\/strong>: &#8220;said&#8221; \u2192 &#8220;sed&#8221;, &#8220;friend&#8221; \u2192 &#8220;frend&#8221;, &#8220;enough&#8221; \u2192 &#8220;enuff&#8221;.<\/pee><pee><strong>Student examples<\/strong>:<\/pee><pee><strong>Tom (3rd grade)<\/strong>: Writes &#8220;he went too the forrest wif his dog&#8221; (= &#8220;he went to the forest with his dog&#8221;) &#8211; all phonetic, no word spelled correctly.<\/pee><pee><strong>Chloe (4th grade)<\/strong>: Writes &#8220;the cat and the dog is in the garden&#8221; (= &#8220;the cat and the dog are in the garden&#8221;) &#8211; systematic homophone confusions.<\/pee><pee><strong>Frequency<\/strong>: 30-40% dysorthographia errors.<\/pee>\n<h3>3. Grammatical errors<\/h3>\n<pee><strong>Definition<\/strong>: Agreements, conjugations, morphology.<\/pee><pee><strong>Origin<\/strong>: Working memory, defective automation.<\/pee><pee><strong>Manifestations<\/strong>:<\/pee><pee><strong>Subject-verb agreement<\/strong>:<\/pee><pee><strong>Plural<\/strong>: &#8220;the children plays&#8221; (= &#8220;the children play&#8221;).<\/pee><pee><strong>Person<\/strong>: &#8220;I plays&#8221; (= &#8220;I play&#8221;).<\/pee><pee><strong>Noun-adjective agreement<\/strong>:<\/pee><pee><strong>Gender<\/strong>: &#8220;a beautiful castle&#8221; \u2192 correct in English (no gender agreement).<\/pee><pee><strong>Number<\/strong>: &#8220;the black cats&#8221; \u2192 &#8220;the black cat&#8221; (missing plural).<\/pee><pee><strong>Past participle agreement<\/strong>:<\/pee><pee><strong>With auxiliary<\/strong>: &#8220;they have went&#8221; (= &#8220;they have gone&#8221;).<\/pee><pee><strong>Conjugations<\/strong>:<\/pee><pee><strong>Endings<\/strong>: &#8220;he eat&#8221; \u2192 &#8220;he eated&#8221;, &#8220;they has eaten&#8221; \u2192 &#8220;they have ate&#8221;.<\/pee><pee><strong>Tenses<\/strong>: Mixing (past\/present\/future).<\/pee><pee><strong>Student examples<\/strong>:<\/pee><pee><strong>Lucas (2nd grade)<\/strong>: Writes &#8220;the girls plays in the yard, they is happy&#8221; &#8211; no agreement (plural, gender).<\/pee><pee><strong>Sophie (3rd grade)<\/strong>: Writes &#8220;yesterday, I goes to the park and I have play&#8221; &#8211; mixed tenses, wrong endings.<\/pee><pee><strong>Frequency<\/strong>: 20-30% dysorthographia errors.<\/pee><pee>&#8212;<\/pee>\n<h2 id=\"section-4\">Assessment grids by type {#evaluation}<\/h2>\n<h3>Phonetic errors grid<\/h3>\n<pee><strong>Student production<\/strong>: Dictation, free writing.<\/pee><pee><strong>Analyze<\/strong>:<\/pee>\n<ul>\n<li>[ ] Voiced\/voiceless 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 tere)<\/li>\n<li>[ ] Syllable inversions (animal \u2192 aminal)<\/li>\n<li>[ ] Similar sound substitutions<\/li>\n<pee><strong>Score<\/strong>: Number phonetic errors \/ total words.<\/pee>\n<pee><strong>Interpretation<\/strong>:<\/pee>\n<pee><strong>&lt;5%<\/strong>: Normal.<\/pee>\n<pee><strong>5-15%<\/strong>: Phonological difficulties (strengthen phonological awareness).<\/pee>\n<pee><strong>&gt;15%<\/strong>: Probable phonetic dysorthographia (speech therapy assessment).<\/pee>\n<h3>Lexical errors grid<\/h3>\n<pee><strong>Student production<\/strong>: Dictation of irregular, frequent words.<\/pee>\n<pee><strong>Analyze<\/strong>:<\/pee>\n<li>[ ] Frequent words phonetically spelled (&#8220;with&#8221; \u2192 &#8220;wif&#8221;)<\/li>\n<li>[ ] Silent letters forgotten (&#8220;night&#8221; \u2192 &#8220;nite&#8221;)<\/li>\n<li>[ ] Doublings forgotten (&#8220;running&#8221; \u2192 &#8220;runing&#8221;)<\/li>\n<li>[ ] Confused homophones (to\/too, there\/their, your\/you&#8217;re)<\/li>\n<li>[ ] Exceptions phonetically spelled (&#8220;said&#8221; \u2192 &#8220;sed&#8221;)<\/li>\n<pee><strong>Score<\/strong>: Number lexical errors \/ irregular words dictated.<\/pee>\n<pee><strong>Interpretation<\/strong>:<\/pee>\n<pee><strong>&lt;10%<\/strong>: Normal.<\/pee>\n<pee><strong>10-30%<\/strong>: Visual memorization difficulties (strengthen).<\/pee>\n<pee><strong>&gt;30%<\/strong>: Probable lexical dysorthographia (assessment).<\/pee>\n<h3>Grammatical errors grid<\/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 (ed\/ing\/s)<\/li>\n<li>[ ] Conjugations (tenses, concordance)<\/li>\n<li>[ ] Grammatical homophones (to\/too, there\/their, your\/you&#8217;re)<\/li>\n<pee><strong>Score<\/strong>: Number grammatical errors \/ expected agreements.<\/pee>\n<pee><strong>Interpretation<\/strong>:<\/pee>\n<pee><strong>&lt;15%<\/strong>: Normal (progressive learning).<\/pee>\n<pee><strong>15-40%<\/strong>: Grammatical difficulties (review rules, exercises).<\/pee>\n<pee><strong>&gt;40%<\/strong>: Probable grammatical dysorthographia (assessment).<\/pee>\n<h3>Overall dysorthographia grid<\/h3>\n<pee><strong>Cumulative<\/strong>: 3 error types.<\/pee>\n<pee><strong>If<\/strong>:<\/pee>\n<pee><strong>2+ types<\/strong>: &gt;threshold = Probable dysorthographia.<\/pee>\n<pee><strong>1 type<\/strong>: &gt;high threshold (e.g.: 30% phonetic errors) = Specific dysorthographia.<\/pee>\n<pee><strong>Resistance<\/strong>: Errors persist after intensive teaching (8-12 weeks) = Confirms dysorthographia.<\/pee>\n<pee>&#8212;<\/pee>\n<h2 id=\"section-5\">Diagnostic dictations {#dictees}<\/h2>\n<h3>Principle<\/h3>\n<pee><strong>Dictation<\/strong>: Not graded assessment, but diagnostic tool.<\/pee>\n<pee><strong>Objective<\/strong>: Identify error types, dysorthographia 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 (K-1st grade)<\/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).<\/pee>\n<pee><strong>Analysis<\/strong>:<\/pee>\n<pee><strong>&#8220;dad&#8221; \u2192 &#8220;bad&#8221;<\/strong>: Confusion d\/b.<\/pee>\n<pee><strong>&#8220;bike&#8221; \u2192 &#8220;bke&#8221;<\/strong>: Omission &#8220;i&#8221;.<\/pee>\n<pee><strong>&#8220;flies&#8221; \u2192 &#8220;flys&#8221;<\/strong>: Confusion ie\/y.<\/pee>\n<pee><strong>Interpretation<\/strong>:<\/pee>\n<pee><strong>Massive errors<\/strong>: Probable phonetic dysorthographia.<\/pee>\n<h3>Lexical dictation (2nd-4th grade)<\/h3>\n<pee><strong>Content<\/strong>: Frequent irregular 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;is&#8221; \u2192 &#8220;iz&#8221;<\/strong>: Phonetic (vs lexical spelling).<\/pee>\n<pee><strong>&#8220;with&#8221; \u2192 &#8220;wif&#8221;<\/strong>: Phonetic.<\/pee>\n<pee><strong>&#8220;weather&#8221; \u2192 &#8220;wether&#8221;<\/strong>: Silent letter omission.<\/pee>\n<pee><strong>&#8220;many&#8221; \u2192 &#8220;meny&#8221;<\/strong>: Phonetic.<\/pee>\n<pee><strong>Interpretation<\/strong>:<\/pee>\n<pee><strong>Massive errors in frequent words<\/strong>: Lexical dysorthographia.<\/pee>\n<h3>Grammatical dictation (3rd-4th grade)<\/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;went&#8221; \u2192 &#8220;go&#8221;<\/strong>: No past tense agreement.<\/pee>\n<pee><strong>&#8220;red apples&#8221; \u2192 &#8220;red apple&#8221;<\/strong>: No noun-adjective agreements.<\/pee>\n<pee><strong>&#8220;are playing&#8221; \u2192 &#8220;is play&#8221;<\/strong>: No subject-verb agreement.<\/pee>\n<pee><strong>Interpretation<\/strong>:<\/pee>\n<pee><strong>No agreements<\/strong>: Grammatical dysorthographia.<\/pee>\n<h3>Mixed dictation (2nd-4th grade)<\/h3>\n<pee><strong>Content<\/strong>: Mix of 3 types (complete profile assessment).<\/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 each type.<\/pee>\n<pee><strong>Profile<\/strong>:<\/pee>\n<pee><strong>Emma<\/strong>: 15 phonetic errors, 8 lexical, 3 grammatical \u2192 Dominant phonetic dysorthographia.<\/pee>\n<pee><strong>Tom<\/strong>: 3 phonetic, 18 lexical, 2 grammatical \u2192 Dominant lexical dysorthographia.<\/pee>\n<pee><strong>Lucas<\/strong>: 5 phonetic, 7 lexical, 20 grammatical \u2192 Dominant grammatical dysorthographia.<\/pee>\n<pee><strong>Adaptation<\/strong>: Targeted remediation for dominant type.<\/pee>\n<img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2025\/11\/Troubles-dys-%C3%A0-l%C3%A9c%E2%80%A6-Anglais.jpg\" alt=\"Dysorthographia: Recurring Errors and Assessment Strategies\" loading=\"lazy\">\n<pee>&#8212;<\/pee>\n<h2 id=\"section-6\">Adapted corrections {#corrections}<\/h2>\n<h3>Principle of supportive correction<\/h3>\n<pee><strong>Not everything in red<\/strong>:<\/pee>\n<pee><strong>Discouragement<\/strong>: Massively red paper = abandonment (&#8220;I&#8217;ll never succeed&#8221;).<\/pee>\n<pee><strong>Ineffective<\/strong>: Dysorthographic student sees errors, doesn&#8217;t 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 underlined errors).<\/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 with previous production (vs class norm).<\/pee>\n<pee><strong>Content<\/strong>: Evaluate ideas, structure, creativity (vs spelling).<\/pee>\n<h3>Correction by error type<\/h3>\n<pee><strong>Phonetic errors<\/strong>:<\/pee>\n<pee><strong>Underline<\/strong>: Whole word.<\/pee>\n<pee><strong>Help<\/strong>: Say word slowly, segment sounds.<\/pee>\n<pee><strong>Rewrite<\/strong>: Together orally, then student writes.<\/pee>\n<pee><strong>Example<\/strong>: &#8220;bot&#8221; \u2192 Teacher says &#8220;bo-at&#8221;, student repeats, writes &#8220;boat&#8221;.<\/pee>\n<pee><strong>Lexical errors<\/strong>:<\/pee>\n<pee><strong>Provide<\/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 classroom (permanent reference).<\/pee>\n<pee><strong>Example<\/strong>: &#8220;wif&#8221; \u2192 Show &#8220;with&#8221;, student copies 5x, adds to personal frequent word list.<\/pee>\n<pee><strong>Grammatical errors<\/strong>:<\/pee>\n<pee><strong>Explain<\/strong>: Rule briefly.<\/pee>\n<pee><strong>Circle<\/strong>: Concerned words (subject + verb, noun + adjective).<\/pee>\n<pee><strong>Rewrite<\/strong>: Agreement.<\/pee>\n<pee><strong>Example<\/strong>: &#8220;the girls plays&#8221; \u2192 Circle &#8220;girls&#8221; + &#8220;plays&#8221;, say &#8220;plural, therefore &#8216;play'&#8221;, student corrects.<\/pee>\n<h3>Adapted grading scales<\/h3>\n<pee><strong>Separate<\/strong>:<\/pee>\n<pee><strong>Content<\/strong>: 70-80% grade (ideas, structure, richness).<\/pee>\n<pee><strong>Spelling<\/strong>: 20-30% 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>Progress bonus<\/strong>:<\/pee>\n<pee><strong>Comparison<\/strong>: Previous production.<\/pee>\n<pee><strong>Value<\/strong>: Error reduction (vs absolute number).<\/pee>\n<pee><strong>Example<\/strong>: Emma 50 errors production 1 \u2192 35 production 2 = Enormous 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 day before, reviewed, dictated next day.<\/pee>\n<pee><strong>Choice dictation<\/strong>: Student chooses 10 words from list of 20 (guaranteed success).<\/pee>\n<pee><strong>Negotiated dictation<\/strong>: Pairs, discuss spelling, write together.<\/pee>\n<pee><strong>Cloze dictation<\/strong>: Pre-written text, few words to complete.<\/pee>\n<pee><strong>Zero dictation<\/strong>: If severe dysorthographia (assess differently).<\/pee>\n<pee>&#8212;<\/pee>\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>Learn<\/strong>: To use (not everything automatic &#8211; choice of corrections).<\/pee>\n<pee><strong>Not 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>Frees<\/strong>: From writing constraint (ideas verbalized, transcribed).<\/pee>\n<pee><strong>Limits<\/strong>: Punctuation, homophones (supervision necessary).<\/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>Reference materials<\/strong>:<\/pee>\n<pee><strong>Frequent words<\/strong>: Posted in classroom, student&#8217;s personal list.<\/pee>\n<pee><strong>Homophones<\/strong>: Tables (to\/too, there\/their, your\/you&#8217;re + differentiation tips).<\/pee>\n<pee><strong>Rules<\/strong>: Simplified, visual (posters, desk mats).<\/pee>\n<pee><strong>Color codes<\/strong>:<\/pee>\n<pee><strong>Agreements<\/strong>: Highlight (subject blue, verb red, arrowed links).<\/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;to&#8221; verb \u2192 replace &#8220;going to&#8221; (&#8220;I want to go&#8221; \u2192 &#8220;I want going to go&#8221; = correct).<\/pee>\n<h3>Proofreading strategies<\/h3>\n<pee><strong>Targeted proofreading<\/strong>:<\/pee>\n<pee><strong>Not everything<\/strong>: Focus on 1 error type.<\/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>Grid<\/strong>: Verification (checklist of error types).<\/pee>\n<pee><strong>Peers<\/strong>: Cross-proofreading (another student, supportive).<\/pee>\n<pee><strong>Time<\/strong>: Extra (dysorthographic proofreading 2-3x longer).<\/pee>\n<h3>Reducing demands<\/h3>\n<pee><strong>Quantity<\/strong>:<\/pee>\n<pee><strong>Less writing<\/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>: Prioritize (presentations, audio recordings).<\/pee>\n<pee><strong>Diagrams<\/strong>: Mind maps, annotated drawings (vs long compositions).<\/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 (assess knowledge, not spelling).<\/pee>\n<h3>Adapted training<\/h3>\n<pee><strong>Spelling games<\/strong>: Fun, progressive, no 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>Remediation<\/strong>: Specialized (phonology, orthographic 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>&#8212;<\/pee>\n<h2 id=\"section-8\">Teacher testimonials<\/h2>\n<h3>Claire, 2nd grade teacher<\/h3>\n<pee><em>&#8220;Emma had 40 errors in dictations of 20 words. Everything in red = tears. DYNSEO training: learned adapted correction. Now: 5 words max corrected (objectives), correct words highlighted in green, content grade separated from spelling. Emma re-motivated (sees progress), longer productions (dares to write). Dysorthographia remains, but managed, accepted.&#8221;<\/em><\/pee>\n<h3>Marc, 3rd grade teacher<\/h3>\n<pee><em>&#8220;Tom everything phonetic (&#8216;he goed to school&#8217;). Catastrophic dictations (0\/20 systematic). DYNSEO grids used: phonetic + lexical dysorthographia identified. Adaptations (prepared dictations, computer + spell checker, priority content evaluation). Speech therapy started. Tom progresses slowly, but now writes (vs avoided). Fair assessment = key.&#8221;<\/em><\/pee>\n<h3>Sophie, 4th grade teacher<\/h3>\n<pee><em>&#8220;Lucas no agreements (plural, gender, conjugation). Thought &#8216;doesn&#8217;t know rules&#8217;. Training: learned grammatical dysorthographia (automation impossible, working memory). Strategies taught (color codes, targeted proofreading, verification grids). Lucas applies (laborious), errors decrease (50% vs 90%). Understanding mechanism = adapt effectively.&#8221;<\/em><\/pee>\n<pee>&#8212;<\/pee>\n<h2 id=\"section-9\">Conclusion: Identify to adapt fairly<\/h2>\n<pee>Dysorthographia is not a lack of work, concentration, or intelligence. It&#8217;s a neurological disorder that prevents normal spelling acquisition despite intense efforts. Identifying types of recurring errors allows for fair assessment, effective correction, compensatory adaptations. Because perfect spelling is not a realistic goal for dysorthographic individuals. But error reduction, compensation strategies, and acceptance of difference are possible. And allow writing, communicating, succeeding.<\/pee>\n<pee><strong>Keys to supporting dysorthographia:<\/strong><\/pee>\n<pee>1. \u2705 Identify error types (phonetic, lexical, grammatical)<\/pee>\n<pee>2. \u2705 Assess profile (diagnostic dictations, grids)<\/pee>\n<pee>3. \u2705 Correct selectively (3-5 errors max, not everything red)<\/pee>\n<pee>4. \u2705 Value content (ideas, structure vs spelling)<\/pee>\n<pee>5. \u2705 Adapt grading scales (separate content\/spelling)<\/pee>\n<pee>6. \u2705 Compensate (digital tools, memory aids)<\/pee>\n<pee>7. \u2705 Reduce demands (quantity, formats)<\/pee>\n<pee>8. \u2705 Train (understand disorder, master differentiated assessment)<\/pee>\n<pee>&#8212;<\/pee>\n<pee><strong>DYNSEO resources for supporting dysorthographia:<\/strong><\/pee>\n<li>learning difficulties Training: identify dysorthographia and adapt assessments<\/li>\n<li>Training: Supporting students with learning disabilities<\/li>\n<\/ul>\n<pee><img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2025\/11\/Troubles-dys-%C3%A0-l%C3%A9c%E2%80%A6-Anglais.jpg\" alt=\"Dysorthographia: Recurring Errors and Assessment Strategies\" loading=\"lazy\">\n<\/pee><pee>&#8212;<\/pee><pee><em>Behind every red paper, there is a child who tried. Who thought, searched, corrected, copied. Who thought &#8216;with&#8217; is spelled &#8216;wif&#8217; because it&#8217;s logical. Who forgets plural &#8216;s&#8217; because their brain forgets. Not because they don&#8217;t care. Not because they don&#8217;t work. Just because of dysorthographia. 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 do.<\/em><\/pee>\n<aside class=\"conseil-card dyn-resources\">\n<h2>Put these ideas into practice with DYNSEO<\/h2>\n<pee>DYNSEO offers resources for families, education and care professionals. Start from the concrete need described in this article and check the age group, prerequisites and objectives of each resource.<\/pee>\n<h3>Explore DYNSEO training<\/h3>\n<pee>Choose a course according to the topic, the learner\u2019s age and your role: family member, teacher or care professional. Check the intended audience on the course page before enrolling.<\/pee><pee><a class=\"btn-outline\" href=\"https:\/\/www.dynseo.com\/en\/our-training-courses\/\">Explore \u2192<\/a><\/pee><\/aside>\n<section class=\"dyn-faq\">\n<h2>Frequently asked questions<\/h2>\n<div class=\"faq-list\">\n<details class=\"faq-item\" open>\n<summary class=\"faq-q\">Phonetic errors: what should you remember?<\/summary>\n<div class=\"faq-a\"><pee>Illustrative classroom example: a pupil writes \u201cthe bot saild on the se\u201d for \u201cthe boat sailed on the sea\u201d. Record the spelling patterns and context; this example alone cannot establish a learning disorder.<\/pee><\/div>\n<\/details>\n<details class=\"faq-item\" open>\n<summary class=\"faq-q\">Lexical errors: what should you remember?<\/summary>\n<div class=\"faq-a\"><pee>Tom (3rd grade) : Writes &quot;he went too the forrest wif his dog&quot; (= &quot;he went to the forest with his dog&quot;) &#8211; all phonetic, no word spelled correctly.<\/pee><\/div>\n<\/details>\n<details class=\"faq-item\" open>\n<summary class=\"faq-q\">Claire, 2nd grade teacher: what should you remember?<\/summary>\n<div class=\"faq-a\"><pee>&quot;Emma had 40 errors in dictations of 20 words. Everything in red = tears. DYNSEO training: learned adapted correction. Now: 5 words max corrected (objectives), correct words highlighted in green, content grade separated from spelling. Emma re-motivated (sees progress), longer productions (dares to write). Dysorthographia remains, but managed, accepted. &quot;<\/pee><\/div>\n<\/details>\n<details class=\"faq-item\" open>\n<summary class=\"faq-q\">Marc, 3rd grade teacher: what should you remember?<\/summary>\n<div class=\"faq-a\"><pee>&quot;Tom everything phonetic (&#x27;he goed to school&#x27;). Catastrophic dictations (0\/20 systematic). DYNSEO grids used: phonetic + lexical dysorthographia identified. Adaptations (prepared dictations, computer + spell checker, priority content evaluation). Speech therapy started. Tom progresses slowly, but now writes (vs avoided). Fair assessment = key. &quot;<\/pee><\/div>\n<\/details>\n<\/div>\n<\/section>\n<\/div>\n<\/div>\n<\/article>\n<p><script type=\"application\/ld+json\">{\"@context\": \"https:\/\/schema.org\", \"@type\": \"Article\", \"@id\": \"https:\/\/www.dynseo.com\/en\/dysorthographia-recurring-errors-and-assessment-strategies\/#article\", \"headline\": \"Dysorthographia: Recurring Errors and Assessment Strategies\", \"description\": \"description: Teacher guide dysorthographia elementary school: types recurring errors (phonetic, lexical, grammatical), differentiated assessment strategies, identification,\u2026\", \"inLanguage\": \"en\", \"url\": \"https:\/\/www.dynseo.com\/en\/dysorthographia-recurring-errors-and-assessment-strategies\/\", \"mainEntityOfPage\": {\"@type\": \"WebPage\", \"@id\": \"https:\/\/www.dynseo.com\/en\/dysorthographia-recurring-errors-and-assessment-strategies\/\"}, \"author\": {\"@type\": \"Organization\", \"name\": \"DYNSEO\", \"url\": \"https:\/\/www.dynseo.com\/\"}, \"publisher\": {\"@type\": \"Organization\", \"name\": \"DYNSEO\", \"url\": \"https:\/\/www.dynseo.com\/\"}, \"dateModified\": \"2026-11-08\", \"wordCount\": 2685}<\/script><br \/>\n<script type=\"application\/ld+json\">{\"@context\": \"https:\/\/schema.org\", \"@type\": \"FAQPage\", \"@id\": \"https:\/\/www.dynseo.com\/en\/dysorthographia-recurring-errors-and-assessment-strategies\/#faq\", \"inLanguage\": \"en\", \"mainEntity\": [{\"@type\": \"Question\", \"name\": \"Phonetic errors: what should you remember?\", \"acceptedAnswer\": {\"@type\": \"Answer\", \"text\": \"Illustrative classroom example: a pupil writes \u201cthe bot saild on the se\u201d for \u201cthe boat sailed on the sea\u201d. 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Dysorthographia remains, but managed, accepted. \\\"\"}}, {\"@type\": \"Question\", \"name\": \"Marc, 3rd grade teacher: what should you remember?\", \"acceptedAnswer\": {\"@type\": \"Answer\", \"text\": \"\\\"Tom everything phonetic ('he goed to school'). Catastrophic dictations (0\/20 systematic). DYNSEO grids used: phonetic + lexical dysorthographia identified. Adaptations (prepared dictations, computer + spell checker, priority content evaluation). Speech therapy started. Tom progresses slowly, but now writes (vs avoided). Fair assessment = key. \\\"\"}}]}<\/script>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n\n<!-- DYNEN-FIX | lang=EN | formations=217 | images_remplacees=0 | DUMP=PGEgY2xhc3M9ImJ0bi1vdXRsaW5lIiBocmVmPSJodHRwczovL3d3dy5keW5zZW8uY29tL2VuL291ci10cmFpbmluZy1jb3Vyc2VzLyI+RXhwbG9yZSDihpI8L2E+ -->","protected":false},"excerpt":{"rendered":"<p>Practical guideDysorthographia: Recurring Errors and Assessment StrategiesUpdated 8 November 2026 \u00b7 DYNSEOIn this articleTable of ContentsWhat is dysorthographia? {#definition}The 3 types of recurring errors {#types-erreurs}Assessment grids by type {#evaluation}Diagnostic dictations {#dictees}Adapted corrections {#corrections}Compensation strategies {#strategies}Teacher testimonialsConclusion: Identify to adapt fairlytitle: Dysorthographia: Typical Recurring Errors and Classroom Assessment Strategiesdescription: Teacher guide dysorthographia elementary school: types recurring [&hellip;]<\/p>\n","protected":false},"author":4,"featured_media":348895,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"<p>title: Dysorthographia: Typical Recurring Errors and Classroom Assessment Strategies<\/p>\n<p>description: Teacher guide dysorthographia elementary school: types recurring errors (phonetic, lexical, grammatical), differentiated assessment strategies, identification, observation grids, diagnostic dictations, correction adaptations, compensation strategies.<\/p>\n<p>keywords: dysorthographia, spelling errors, recurring, assessment, elementary school, teachers, identification, dictations, phonetic, lexical, grammatical, adaptations, corrections<\/p>\n<p>[\/META]<\/p>\n<p>dysorthographia, spelling errors, recurring, assessment, elementary school, teachers, dictations, phonetic, lexical, grammatical, identification, adaptations, corrections, strategies<\/p>\n<p>[\/TAGS]<\/p>\n<p><em>Reading time: 34 minutes<\/em><\/p>\n<a href=\"https:\/\/www.dynseo.com\/en\/courses\/identifying-and-supporting-dys-disorders-in-elementary-school\/\" target=\"_blank\"><a href=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2025\/11\/Troubles-dys-\u00e0-l\u00e9c\u2026-Anglais.jpg\" target=\"_blank\"><img src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2025\/11\/Troubles-dys-\u00e0-l\u00e9c\u2026-Anglais.jpg\" alt=\"DYNSEO DYS Disorders Training\" style=\"max-width:100%;height:auto;\" \/><\/a><\/a>\n<p>\"Emma makes the same mistakes for 2 years, despite repetitions...\" \"Lucas writes 'he goed to school', is this normal in 2nd grade?\" \"How to differentiate dysorthographia from lack of work?\" \"Should I correct everything in red?\"<\/p>\n<p>Dysorthographia is not just being \"bad at spelling\". It's a specific, lasting, massive disorder that resists ordinary learning. Certain errors are typical, recurring, characteristic. Identifying them allows for disorder recognition, fair assessment, and adapted corrections.<\/p>\n<p>This guide explains typical dysorthographia errors, how to assess them, and how to correct without discouraging.<\/p>\n<p>---<\/p>\n<h2>Table of Contents<\/h2>\n<p>1. <a href=\"#definition\" target=\"_blank\">What is dysorthographia?<\/a><\/p>\n<p>2. <a href=\"#types-erreurs\" target=\"_blank\">The 3 types of recurring errors<\/a><\/p>\n<p>3. <a href=\"#evaluation\" target=\"_blank\">Assessment grids by type<\/a><\/p>\n<p>4. <a href=\"#dictees\" target=\"_blank\">Diagnostic dictations<\/a><\/p>\n<p>5. <a href=\"#corrections\" target=\"_blank\">Adapted corrections<\/a><\/p>\n<p>6. <a href=\"#strategies\" target=\"_blank\">Compensation strategies<\/a><\/p>\n<p>---<\/p>\n<h2>What is dysorthographia? {#definition}<\/h2>\n<h3>Definition<\/h3>\n<p><strong>Dysorthographia<\/strong>: Specific spelling acquisition disorder.<\/p>\n<p><strong>Characteristics<\/strong>:<\/p>\n<p><strong>Massive errors<\/strong>: 20-50%+ words misspelled (vs 5-10% ordinary difficulties).<\/p>\n<p><strong>Resistance<\/strong>: To learning (repetitions, rules, dictations ineffective).<\/p>\n<p><strong>Duration<\/strong>: Persists for years (vs catch-up delay).<\/p>\n<p><strong>Specificity<\/strong>: Collapsed spelling, other areas preserved (reading sometimes correct, normal intelligence).<\/p>\n<h3>Link to dyslexia<\/h3>\n<p><strong>Frequent association<\/strong>:<\/p>\n<p><strong>75-90% dyslexics<\/strong>: Also dysorthographic.<\/p>\n<p><strong>Common origin<\/strong>: Phonology (sound awareness).<\/p>\n<p><strong>But difference<\/strong>:<\/p>\n<p><strong>Dyslexia<\/strong>: Reading + writing.<\/p>\n<p><strong>Dysorthographia<\/strong>: Mainly writing (reading may be correct).<\/p>\n<p><strong>Isolated dysorthographia<\/strong>:<\/p>\n<p><strong>10-25% cases<\/strong>: Without dyslexia (reads correctly, writes catastrophically).<\/p>\n<h3>Distinguishing dysorthographia vs ordinary difficulties<\/h3>\n<p><strong>Ordinary difficulties<\/strong>:<\/p>\n<p><strong>Errors<\/strong>: Decrease with teaching, repetitions, maturation.<\/p>\n<p><strong>Learning<\/strong>: Effective (rules progressively integrated).<\/p>\n<p><strong>Progress<\/strong>: Visible (upward curve).<\/p>\n<p><strong>Dysorthographia<\/strong>:<\/p>\n<p><strong>Errors<\/strong>: Massive, persistent, resistant.<\/p>\n<p><strong>Learning<\/strong>: Ineffective (rules never automated).<\/p>\n<p><strong>Stagnation<\/strong>: Or minimal progress (flat curve).<\/p>\n<p>---<\/p>\n<h2>The 3 types of recurring errors {#types-erreurs}<\/h2>\n<h3>1. Phonetic errors<\/h3>\n<p><strong>Definition<\/strong>: Confusion, omission, inversion of sounds.<\/p>\n<p><strong>Origin<\/strong>: Defective phonology (discrimination, sound segmentation).<\/p>\n<p><strong>Manifestations<\/strong>:<\/p>\n<p><strong>Confusions of similar sounds<\/strong>:<\/p>\n<p><strong>Voiced\/voiceless<\/strong>: \"pool\" \u2192 \"bool\" (p\/b), \"vent\" \u2192 \"fent\" (v\/f), \"train\" \u2192 \"drain\" (t\/d).<\/p>\n<p><strong>Nasals<\/strong>: \"bon\" \u2192 \"bom\", \"champ\" \u2192 \"chan\".<\/p>\n<p><strong>Vowels<\/strong>: \"a\/e\" (\"with\" \u2192 \"wath\"), \"\u00e9\/\u00e8\" (\"school\" \u2192 \"scool\").<\/p>\n<p><strong>Omissions<\/strong>:<\/p>\n<p><strong>Letters<\/strong>: \"table\" \u2192 \"tale\", \"backpack\" \u2192 \"bakpack\".<\/p>\n<p><strong>Syllables<\/strong>: \"chocolate\" \u2192 \"cholate\", \"computer\" \u2192 \"compter\".<\/p>\n<p><strong>Inversions<\/strong>:<\/p>\n<p><strong>Letters<\/strong>: \"tree\" \u2192 \"tere\", \"arm\" \u2192 \"amr\".<\/p>\n<p><strong>Syllables<\/strong>: \"animal\" \u2192 \"aminal\".<\/p>\n<p><strong>Substitutions<\/strong>:<\/p>\n<p><strong>Similar sounds<\/strong>: \"house\" \u2192 \"hose\", \"play\" \u2192 \"pley\".<\/p>\n<p><strong>Student examples<\/strong>:<\/p>\n<p><strong>Leo (1st grade)<\/strong>: Writes \"the bot saild on the se\" (= \"the boat sailed on the sea\") - confusions v\/g, a\/ai, letter omissions.<\/p>\n<p><strong>Emma (2nd grade)<\/strong>: Writes \"he had eated a domme\" (= \"he had eaten an apple\") - confusions \u00e9\/ai, b\/p, silent letter omissions.<\/p>\n<p><strong>Frequency<\/strong>: 40-60% dysorthographia errors.<\/p>\n<h3>2. Lexical errors<\/h3>\n<p><strong>Definition<\/strong>: Spelling of irregular words, silent letters.<\/p>\n<p><strong>Origin<\/strong>: Defective visual orthographic memory.<\/p>\n<p><strong>Manifestations<\/strong>:<\/p>\n<p><strong>Phonetic spelling<\/strong>:<\/p>\n<p><strong>Frequent words<\/strong>: \"with\" \u2192 \"wif\", \"because\" \u2192 \"becuz\", \"always\" \u2192 \"alwayz\".<\/p>\n<p><strong>Silent letters<\/strong>: \"night\" \u2192 \"nite\", \"could\" \u2192 \"cood\", \"time\" \u2192 \"tim\".<\/p>\n<p><strong>Doublings<\/strong>: \"running\" \u2192 \"runing\", \"apple\" \u2192 \"aple\".<\/p>\n<p><strong>Homophones<\/strong>:<\/p>\n<p><strong>to\/too\/two<\/strong>: \"I want too go\" (= \"I want to go\").<\/p>\n<p><strong>there\/their\/they're<\/strong>: \"Their going\" (= \"They're going\").<\/p>\n<p><strong>your\/you're<\/strong>: \"Your late\" (= \"You're late\").<\/p>\n<p><strong>Irregular words<\/strong>:<\/p>\n<p><strong>Exceptions<\/strong>: \"said\" \u2192 \"sed\", \"friend\" \u2192 \"frend\", \"enough\" \u2192 \"enuff\".<\/p>\n<p><strong>Student examples<\/strong>:<\/p>\n<p><strong>Tom (3rd grade)<\/strong>: Writes \"he went too the forrest wif his dog\" (= \"he went to the forest with his dog\") - all phonetic, no word spelled correctly.<\/p>\n<p><strong>Chloe (4th grade)<\/strong>: Writes \"the cat and the dog is in the garden\" (= \"the cat and the dog are in the garden\") - systematic homophone confusions.<\/p>\n<p><strong>Frequency<\/strong>: 30-40% dysorthographia errors.<\/p>\n<h3>3. Grammatical errors<\/h3>\n<p><strong>Definition<\/strong>: Agreements, conjugations, morphology.<\/p>\n<p><strong>Origin<\/strong>: Working memory, defective automation.<\/p>\n<p><strong>Manifestations<\/strong>:<\/p>\n<p><strong>Subject-verb agreement<\/strong>:<\/p>\n<p><strong>Plural<\/strong>: \"the children plays\" (= \"the children play\").<\/p>\n<p><strong>Person<\/strong>: \"I plays\" (= \"I play\").<\/p>\n<p><strong>Noun-adjective agreement<\/strong>:<\/p>\n<p><strong>Gender<\/strong>: \"a beautiful castle\" \u2192 correct in English (no gender agreement).<\/p>\n<p><strong>Number<\/strong>: \"the black cats\" \u2192 \"the black cat\" (missing plural).<\/p>\n<p><strong>Past participle agreement<\/strong>:<\/p>\n<p><strong>With auxiliary<\/strong>: \"they have went\" (= \"they have gone\").<\/p>\n<p><strong>Conjugations<\/strong>:<\/p>\n<p><strong>Endings<\/strong>: \"he eat\" \u2192 \"he eated\", \"they has eaten\" \u2192 \"they have ate\".<\/p>\n<p><strong>Tenses<\/strong>: Mixing (past\/present\/future).<\/p>\n<p><strong>Student examples<\/strong>:<\/p>\n<p><strong>Lucas (2nd grade)<\/strong>: Writes \"the girls plays in the yard, they is happy\" - no agreement (plural, gender).<\/p>\n<p><strong>Sophie (3rd grade)<\/strong>: Writes \"yesterday, I goes to the park and I have play\" - mixed tenses, wrong endings.<\/p>\n<p><strong>Frequency<\/strong>: 20-30% dysorthographia errors.<\/p>\n<a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/coco-educational-games\/\" target=\"_blank\"><a href=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2025\/12\/COCO-THINKS-COCO-MOVES.png\" target=\"_blank\"><img src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2025\/12\/COCO-THINKS-COCO-MOVES.png\" alt=\"COCO THINKS and COCO MOVES Program\" style=\"max-width:100%;height:auto;\" \/><\/a><\/a>\n<p>---<\/p>\n<h2>Assessment grids by type {#evaluation}<\/h2>\n<h3>Phonetic errors grid<\/h3>\n<p><strong>Student production<\/strong>: Dictation, free writing.<\/p>\n<p><strong>Analyze<\/strong>:<\/p>\n<ul><li>[ ] Voiced\/voiceless 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 tere)<\/li>\n<li>[ ] Syllable inversions (animal \u2192 aminal)<\/li>\n<li>[ ] Similar sound substitutions<\/li>\n<p><strong>Score<\/strong>: Number phonetic errors \/ total words.<\/p>\n<p><strong>Interpretation<\/strong>:<\/p>\n<p><strong><5%<\/strong>: Normal.<\/p>\n<p><strong>5-15%<\/strong>: Phonological difficulties (strengthen phonological awareness).<\/p>\n<p><strong>>15%<\/strong>: Probable phonetic dysorthographia (speech therapy assessment).<\/p>\n<h3>Lexical errors grid<\/h3>\n<p><strong>Student production<\/strong>: Dictation of irregular, frequent words.<\/p>\n<p><strong>Analyze<\/strong>:<\/p>\n<li>[ ] Frequent words phonetically spelled (\"with\" \u2192 \"wif\")<\/li>\n<li>[ ] Silent letters forgotten (\"night\" \u2192 \"nite\")<\/li>\n<li>[ ] Doublings forgotten (\"running\" \u2192 \"runing\")<\/li>\n<li>[ ] Confused homophones (to\/too, there\/their, your\/you're)<\/li>\n<li>[ ] Exceptions phonetically spelled (\"said\" \u2192 \"sed\")<\/li>\n<p><strong>Score<\/strong>: Number lexical errors \/ irregular words dictated.<\/p>\n<p><strong>Interpretation<\/strong>:<\/p>\n<p><strong><10%<\/strong>: Normal.<\/p>\n<p><strong>10-30%<\/strong>: Visual memorization difficulties (strengthen).<\/p>\n<p><strong>>30%<\/strong>: Probable lexical dysorthographia (assessment).<\/p>\n<h3>Grammatical errors grid<\/h3>\n<p><strong>Student production<\/strong>: Short writing.<\/p>\n<p><strong>Analyze<\/strong>:<\/p>\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 (ed\/ing\/s)<\/li>\n<li>[ ] Conjugations (tenses, concordance)<\/li>\n<li>[ ] Grammatical homophones (to\/too, there\/their, your\/you're)<\/li>\n<p><strong>Score<\/strong>: Number grammatical errors \/ expected agreements.<\/p>\n<p><strong>Interpretation<\/strong>:<\/p>\n<p><strong><15%<\/strong>: Normal (progressive learning).<\/p>\n<p><strong>15-40%<\/strong>: Grammatical difficulties (review rules, exercises).<\/p>\n<p><strong>>40%<\/strong>: Probable grammatical dysorthographia (assessment).<\/p>\n<h3>Overall dysorthographia grid<\/h3>\n<p><strong>Cumulative<\/strong>: 3 error types.<\/p>\n<p><strong>If<\/strong>:<\/p>\n<p><strong>2+ types<\/strong>: >threshold = Probable dysorthographia.<\/p>\n<p><strong>1 type<\/strong>: >high threshold (e.g.: 30% phonetic errors) = Specific dysorthographia.<\/p>\n<p><strong>Resistance<\/strong>: Errors persist after intensive teaching (8-12 weeks) = Confirms dysorthographia.<\/p>\n<p>---<\/p>\n<h2>Diagnostic dictations {#dictees}<\/h2>\n<h3>Principle<\/h3>\n<p><strong>Dictation<\/strong>: Not graded assessment, but diagnostic tool.<\/p>\n<p><strong>Objective<\/strong>: Identify error types, dysorthographia profile.<\/p>\n<p><strong>Frequency<\/strong>: 2-3x\/year (beginning, middle, end of year).<\/p>\n<p><strong>No grade<\/strong>: Qualitative analysis (vs punishment).<\/p>\n<h3>Phonetic dictation (K-1st grade)<\/h3>\n<p><strong>Content<\/strong>: Simple, regular words (direct grapheme-phoneme correspondence).<\/p>\n<p><strong>Example<\/strong>:<\/p>\n<p><em>\"Dad has a bike. Lola reads. The cat flies. He drank milk.\"<\/em><\/p>\n<p><strong>Target<\/strong>: Phonetic errors (confusions, omissions, inversions).<\/p>\n<p><strong>Analysis<\/strong>:<\/p>\n<p><strong>\"dad\" \u2192 \"bad\"<\/strong>: Confusion d\/b.<\/p>\n<p><strong>\"bike\" \u2192 \"bke\"<\/strong>: Omission \"i\".<\/p>\n<p><strong>\"flies\" \u2192 \"flys\"<\/strong>: Confusion ie\/y.<\/p>\n<p><strong>Interpretation<\/strong>:<\/p>\n<p><strong>Massive errors<\/strong>: Probable phonetic dysorthographia.<\/p>\n<h3>Lexical dictation (2nd-4th grade)<\/h3>\n<p><strong>Content<\/strong>: Frequent irregular words, silent letters, homophones.<\/p>\n<p><strong>Example<\/strong>:<\/p>\n<p><em>\"He is with his friend. They are in the garden. The weather is nice. She has many flowers.\"<\/em><\/p>\n<p><strong>Target<\/strong>: Lexical errors (irregular words, homophones).<\/p>\n<p><strong>Analysis<\/strong>:<\/p>\n<p><strong>\"is\" \u2192 \"iz\"<\/strong>: Phonetic (vs lexical spelling).<\/p>\n<p><strong>\"with\" \u2192 \"wif\"<\/strong>: Phonetic.<\/p>\n<p><strong>\"weather\" \u2192 \"wether\"<\/strong>: Silent letter omission.<\/p>\n<p><strong>\"many\" \u2192 \"meny\"<\/strong>: Phonetic.<\/p>\n<p><strong>Interpretation<\/strong>:<\/p>\n<p><strong>Massive errors in frequent words<\/strong>: Lexical dysorthographia.<\/p>\n<h3>Grammatical dictation (3rd-4th grade)<\/h3>\n<p><strong>Content<\/strong>: Sentences requiring agreements.<\/p>\n<p><strong>Example<\/strong>:<\/p>\n<p><em>\"The girls went to the park. They ate red apples. The boys are playing in the yard.\"<\/em><\/p>\n<p><strong>Target<\/strong>: Grammatical errors (agreements).<\/p>\n<p><strong>Analysis<\/strong>:<\/p>\n<p><strong>\"went\" \u2192 \"go\"<\/strong>: No past tense agreement.<\/p>\n<p><strong>\"red apples\" \u2192 \"red apple\"<\/strong>: No noun-adjective agreements.<\/p>\n<p><strong>\"are playing\" \u2192 \"is play\"<\/strong>: No subject-verb agreement.<\/p>\n<p><strong>Interpretation<\/strong>:<\/p>\n<p><strong>No agreements<\/strong>: Grammatical dysorthographia.<\/p>\n<h3>Mixed dictation (2nd-4th grade)<\/h3>\n<p><strong>Content<\/strong>: Mix of 3 types (complete profile assessment).<\/p>\n<p><strong>Example<\/strong>:<\/p>\n<p><em>\"Yesterday, the children went to the forest with their parents. They saw many animals. It was a beautiful day.\"<\/em><\/p>\n<p><strong>Analysis<\/strong>: Count errors each type.<\/p>\n<p><strong>Profile<\/strong>:<\/p>\n<p><strong>Emma<\/strong>: 15 phonetic errors, 8 lexical, 3 grammatical \u2192 Dominant phonetic dysorthographia.<\/p>\n<p><strong>Tom<\/strong>: 3 phonetic, 18 lexical, 2 grammatical \u2192 Dominant lexical dysorthographia.<\/p>\n<p><strong>Lucas<\/strong>: 5 phonetic, 7 lexical, 20 grammatical \u2192 Dominant grammatical dysorthographia.<\/p>\n<p><strong>Adaptation<\/strong>: Targeted remediation for dominant type.<\/p>\n<a href=\"https:\/\/www.dynseo.com\/en\/courses\/identifying-and-supporting-dys-disorders-in-elementary-school\/\" target=\"_blank\"><a href=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2025\/11\/Troubles-dys-\u00e0-l\u00e9c\u2026-Anglais.jpg\" target=\"_blank\"><img src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2025\/11\/Troubles-dys-\u00e0-l\u00e9c\u2026-Anglais.jpg\" alt=\"DYNSEO Training\" style=\"max-width:100%;height:auto;\" \/><\/a><\/a>\n<p>---<\/p>\n<h2>Adapted corrections {#corrections}<\/h2>\n<h3>Principle of supportive correction<\/h3>\n<p><strong>Not everything in red<\/strong>:<\/p>\n<p><strong>Discouragement<\/strong>: Massively red paper = abandonment (\"I'll never succeed\").<\/p>\n<p><strong>Ineffective<\/strong>: Dysorthographic student sees errors, doesn't understand why (neurological disorder, not ignorance).<\/p>\n<p><strong>Select errors<\/strong>:<\/p>\n<p><strong>Objectives<\/strong>: 3-5 words max per production (vs 50 underlined errors).<\/p>\n<p><strong>Progression<\/strong>: Start with phonetic errors (fundamental), then lexical, finally grammatical.<\/p>\n<p><strong>Value successes<\/strong>:<\/p>\n<p><strong>Correct words<\/strong>: Underline in green (vs only red errors).<\/p>\n<p><strong>Progress<\/strong>: Compare with previous production (vs class norm).<\/p>\n<p><strong>Content<\/strong>: Evaluate ideas, structure, creativity (vs spelling).<\/p>\n<h3>Correction by error type<\/h3>\n<p><strong>Phonetic errors<\/strong>:<\/p>\n<p><strong>Underline<\/strong>: Whole word.<\/p>\n<p><strong>Help<\/strong>: Say word slowly, segment sounds.<\/p>\n<p><strong>Rewrite<\/strong>: Together orally, then student writes.<\/p>\n<p><strong>Example<\/strong>: \"bot\" \u2192 Teacher says \"bo-at\", student repeats, writes \"boat\".<\/p>\n<p><strong>Lexical errors<\/strong>:<\/p>\n<p><strong>Provide<\/strong>: Correct spelling (visual memorization, not deduction).<\/p>\n<p><strong>Copy<\/strong>: 3-5x (anchor visual memory).<\/p>\n<p><strong>Display<\/strong>: Frequent words in classroom (permanent reference).<\/p>\n<p><strong>Example<\/strong>: \"wif\" \u2192 Show \"with\", student copies 5x, adds to personal frequent word list.<\/p>\n<p><strong>Grammatical errors<\/strong>:<\/p>\n<p><strong>Explain<\/strong>: Rule briefly.<\/p>\n<p><strong>Circle<\/strong>: Concerned words (subject + verb, noun + adjective).<\/p>\n<p><strong>Rewrite<\/strong>: Agreement.<\/p>\n<p><strong>Example<\/strong>: \"the girls plays\" \u2192 Circle \"girls\" + \"plays\", say \"plural, therefore 'play'\", student corrects.<\/p>\n<h3>Adapted grading scales<\/h3>\n<p><strong>Separate<\/strong>:<\/p>\n<p><strong>Content<\/strong>: 70-80% grade (ideas, structure, richness).<\/p>\n<p><strong>Spelling<\/strong>: 20-30% grade (vs 50% classic).<\/p>\n<p><strong>Or separate grades<\/strong>:<\/p>\n<p><strong>Content<\/strong>: Grade A.<\/p>\n<p><strong>Spelling<\/strong>: Grade B (informative, not penalizing average).<\/p>\n<p><strong>Progress bonus<\/strong>:<\/p>\n<p><strong>Comparison<\/strong>: Previous production.<\/p>\n<p><strong>Value<\/strong>: Error reduction (vs absolute number).<\/p>\n<p><strong>Example<\/strong>: Emma 50 errors production 1 \u2192 35 production 2 = Enormous progress (bonus points).<\/p>\n<h3>Adapted dictations<\/h3>\n<p><strong>Not classic dictations<\/strong>:<\/p>\n<p><strong>Ineffective<\/strong>: Dysorthographic student always fails (demotivation).<\/p>\n<p><strong>Alternatives<\/strong>:<\/p>\n<p><strong>Prepared dictation<\/strong>: Words given day before, reviewed, dictated next day.<\/p>\n<p><strong>Choice dictation<\/strong>: Student chooses 10 words from list of 20 (guaranteed success).<\/p>\n<p><strong>Negotiated dictation<\/strong>: Pairs, discuss spelling, write together.<\/p>\n<p><strong>Cloze dictation<\/strong>: Pre-written text, few words to complete.<\/p>\n<p><strong>Zero dictation<\/strong>: If severe dysorthographia (assess differently).<\/p>\n<p>---<\/p>\n<h2>Compensation strategies {#strategies}<\/h2>\n<h3>Technological tools<\/h3>\n<p><strong>Spell checker<\/strong>:<\/p>\n<p><strong>Systematic<\/strong>: Computer, tablet.<\/p>\n<p><strong>Learn<\/strong>: To use (not everything automatic - choice of corrections).<\/p>\n<p><strong>Not cheating<\/strong>: Compensatory tool (like glasses).<\/p>\n<p><strong>Voice dictation<\/strong>:<\/p>\n<p><strong>Software<\/strong>: Dragon, built-in functions (phone, computer).<\/p>\n<p><strong>Frees<\/strong>: From writing constraint (ideas verbalized, transcribed).<\/p>\n<p><strong>Limits<\/strong>: Punctuation, homophones (supervision necessary).<\/p>\n<p><strong>Word predictor<\/strong>:<\/p>\n<p><strong>Suggestions<\/strong>: Words while writing (reduces errors).<\/p>\n<p><strong>Memorization<\/strong>: Correct spellings memorized visually.<\/p>\n<h3>Memory aids<\/h3>\n<p><strong>Reference materials<\/strong>:<\/p>\n<p><strong>Frequent words<\/strong>: Posted in classroom, student's personal list.<\/p>\n<p><strong>Homophones<\/strong>: Tables (to\/too, there\/their, your\/you're + differentiation tips).<\/p>\n<p><strong>Rules<\/strong>: Simplified, visual (posters, desk mats).<\/p>\n<p><strong>Color codes<\/strong>:<\/p>\n<p><strong>Agreements<\/strong>: Highlight (subject blue, verb red, arrowed links).<\/p>\n<p><strong>Nature<\/strong>: Nouns green, verbs red, adjectives yellow (visual identification).<\/p>\n<p><strong>Mnemonics<\/strong>:<\/p>\n<p><strong>Create<\/strong>: With student (personalized = memorable).<\/p>\n<p><strong>Examples<\/strong>: \"to\" verb \u2192 replace \"going to\" (\"I want to go\" \u2192 \"I want going to go\" = correct).<\/p>\n<h3>Proofreading strategies<\/h3>\n<p><strong>Targeted proofreading<\/strong>:<\/p>\n<p><strong>Not everything<\/strong>: Focus on 1 error type.<\/p>\n<p><strong>Example<\/strong>: 1st proofreading = subject-verb agreements only. 2nd = homophones. Etc.<\/p>\n<p><strong>Tools<\/strong>:<\/p>\n<p><strong>Grid<\/strong>: Verification (checklist of error types).<\/p>\n<p><strong>Peers<\/strong>: Cross-proofreading (another student, supportive).<\/p>\n<p><strong>Time<\/strong>: Extra (dysorthographic proofreading 2-3x longer).<\/p>\n<h3>Reducing demands<\/h3>\n<p><strong>Quantity<\/strong>:<\/p>\n<p><strong>Less writing<\/strong>: 5 rich sentences (vs 20 rushed).<\/p>\n<p><strong>Quality<\/strong>: Content (vs quantity).<\/p>\n<p><strong>Formats<\/strong>:<\/p>\n<p><strong>Oral<\/strong>: Prioritize (presentations, audio recordings).<\/p>\n<p><strong>Diagrams<\/strong>: Mind maps, annotated drawings (vs long compositions).<\/p>\n<p><strong>Assessments<\/strong>:<\/p>\n<p><strong>Multiple choice<\/strong>: Vs open questions (reduce writing).<\/p>\n<p><strong>Oral<\/strong>: Vs written (assess knowledge, not spelling).<\/p>\n<h3>Adapted training<\/h3>\n<p><strong><a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/coco-educational-games\/\" target=\"_blank\">COCO THINKS and COCO MOVES<\/a><\/strong>:<\/p>\n<p><strong>Spelling games<\/strong>: Fun, progressive, no pressure.<\/p>\n<p><strong>Phonology<\/strong>: Sound awareness (foundation).<\/p>\n<p><strong>Visual memory<\/strong>: Frequent words (games).<\/p>\n<p><strong>Speech therapy<\/strong>:<\/p>\n<p><strong>Remediation<\/strong>: Specialized (phonology, orthographic memory, strategies).<\/p>\n<p><strong>Regular<\/strong>: 1-2x\/week minimum.<\/p>\n<p><strong>Patience<\/strong>: Slow progress, but possible.<\/p>\n<p>---<\/p>\n<h2>Teacher testimonials<\/h2>\n<h3>Claire, 2nd grade teacher<\/h3>\n<p><em>\"Emma had 40 errors in dictations of 20 words. Everything in red = tears. DYNSEO training: learned adapted correction. Now: 5 words max corrected (objectives), correct words highlighted in green, content grade separated from spelling. Emma re-motivated (sees progress), longer productions (dares to write). Dysorthographia remains, but managed, accepted.\"<\/em><\/p>\n<h3>Marc, 3rd grade teacher<\/h3>\n<p><em>\"Tom everything phonetic ('he goed to school'). Catastrophic dictations (0\/20 systematic). DYNSEO grids used: phonetic + lexical dysorthographia identified. Adaptations (prepared dictations, computer + spell checker, priority content evaluation). Speech therapy started. Tom progresses slowly, but now writes (vs avoided). Fair assessment = key.\"<\/em><\/p>\n<h3>Sophie, 4th grade teacher<\/h3>\n<p><em>\"Lucas no agreements (plural, gender, conjugation). Thought 'doesn't know rules'. Training: learned grammatical dysorthographia (automation impossible, working memory). Strategies taught (color codes, targeted proofreading, verification grids). Lucas applies (laborious), errors decrease (50% vs 90%). Understanding mechanism = adapt effectively.\"<\/em><\/p>\n<p>---<\/p>\n<h2>Conclusion: Identify to adapt fairly<\/h2>\n<p>Dysorthographia is not a lack of work, concentration, or intelligence. It's a neurological disorder that prevents normal spelling acquisition despite intense efforts. Identifying types of recurring errors allows for fair assessment, effective correction, compensatory adaptations. Because perfect spelling is not a realistic goal for dysorthographic individuals. But error reduction, compensation strategies, and acceptance of difference are possible. And allow writing, communicating, succeeding.<\/p>\n<p><strong>Keys to supporting dysorthographia:<\/strong><\/p>\n<p>1. &#x2705; Identify error types (phonetic, lexical, grammatical)<\/p>\n<p>2. &#x2705; Assess profile (diagnostic dictations, grids)<\/p>\n<p>3. &#x2705; Correct selectively (3-5 errors max, not everything red)<\/p>\n<p>4. &#x2705; Value content (ideas, structure vs spelling)<\/p>\n<p>5. &#x2705; Adapt grading scales (separate content\/spelling)<\/p>\n<p>6. &#x2705; Compensate (digital tools, memory aids)<\/p>\n<p>7. &#x2705; Reduce demands (quantity, formats)<\/p>\n<p>8. &#x2705; Train (understand disorder, master differentiated assessment)<\/p>\n<p><strong>Dysorthographia can be compensated, worked around. 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. <a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/coco-educational-games\/\" target=\"_blank\">COCO THINKS and COCO MOVES<\/a> trains spelling playfully. You can transform the dysorthographic student's relationship to writing.<\/strong><\/p>\n<p>---<\/p>\n<p><strong>DYNSEO resources for supporting dysorthographia:<\/strong><\/p>\n<li><a href=\"https:\/\/www.dynseo.com\/en\/courses\/identifying-and-supporting-dys-disorders-in-elementary-school\/\" target=\"_blank\">DYS Disorders Training: identify dysorthographia 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: Supporting students with learning disabilities<\/a><\/li>\n<li><a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/coco-educational-games\/\" target=\"_blank\">COCO THINKS and COCO MOVES Program: adapted spelling games<\/a><\/li><\/ul>\n<a href=\"https:\/\/www.dynseo.com\/en\/courses\/identifying-and-supporting-dys-disorders-in-elementary-school\/\" target=\"_blank\"><a href=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2025\/11\/Troubles-dys-\u00e0-l\u00e9c\u2026-Anglais.jpg\" target=\"_blank\"><img src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2025\/11\/Troubles-dys-\u00e0-l\u00e9c\u2026-Anglais.jpg\" alt=\"DYNSEO DYS Training\" style=\"max-width:100%;height:auto;\" \/><\/a><\/a>\n<p>---<\/p>\n<p><em>Behind every red paper, there is a child who tried. Who thought, searched, corrected, copied. Who thought 'with' is spelled 'wif' because it's logical. Who forgets plural 's' because their brain forgets. Not because they don't care. Not because they don't work. Just because of dysorthographia. 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 do.<\/em><\/p>\n\n[et_pb_code]<script type=\"application\/ld+json\">{\"@context\":\"https:\/\/schema.org\",\"@type\":\"FAQPage\",\"mainEntity\":[{\"@type\":\"Question\",\"name\":\"Qu'est-ce qui diff\u00e9rencie la dysorthographie d'un simple \"mauvais niveau\" en orthographe ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"La dysorthographie est un trouble sp\u00e9cifique qui se caract\u00e9rise par des erreurs massives (20-50% des mots faut\u00e9s contre 5-10% pour les difficult\u00e9s ordinaires), une r\u00e9sistance aux apprentissages classiques (r\u00e9p\u00e9titions, r\u00e8gles, dict\u00e9es inefficaces), et une durabilit\u00e9 qui persiste sur plusieurs ann\u00e9es, contrairement \u00e0 un retard qui peut \u00eatre rattrap\u00e9.\"}},{\"@type\":\"Question\",\"name\":\"Quels sont les 3 types d'erreurs r\u00e9currentes en dysorthographie ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"Les 3 types d'erreurs r\u00e9currentes sont : les erreurs phon\u00e9tiques (probl\u00e8mes de correspondance son-lettre), les erreurs lexicales (difficult\u00e9s avec l'orthographe d'usage des mots), et les erreurs grammaticales (probl\u00e8mes d'accord et de conjugaison).\"}},{\"@type\":\"Question\",\"name\":\"Comment rep\u00e9rer la dysorthographie chez un \u00e9l\u00e8ve de primaire ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"Le rep\u00e9rage se fait gr\u00e2ce \u00e0 l'observation d'erreurs massives et persistantes malgr\u00e9 les apprentissages, l'utilisation de grilles d'observation par type d'erreur, et la mise en place de dict\u00e9es diagnostiques pour \u00e9valuer les diff\u00e9rents aspects de l'orthographe.\"}},{\"@type\":\"Question\",\"name\":\"Faut-il corriger toutes les erreurs en rouge pour un \u00e9l\u00e8ve dysorthographique ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"Non, il est recommand\u00e9 d'adapter les corrections pour ne pas d\u00e9courager l'\u00e9l\u00e8ve. Il faut privil\u00e9gier des corrections cibl\u00e9es sur certains types d'erreurs, utiliser des codes couleur diff\u00e9renci\u00e9s, et mettre l'accent sur les progr\u00e8s plut\u00f4t que sur l'exhaustivit\u00e9 des corrections.\"}},{\"@type\":\"Question\",\"name\":\"Un \u00e9l\u00e8ve qui \u00e9crit 'il av\u00e9 al\u00e9' en CE2, est-ce normal ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"Ces erreurs phon\u00e9tiques massives en CE2 peuvent \u00eatre un signe de dysorthographie si elles persistent malgr\u00e9 les apprentissages. Il s'agit d'erreurs de correspondance grapho-phonologique qui n\u00e9cessitent une \u00e9valuation plus approfondie et des adaptations p\u00e9dagogiques sp\u00e9cifiques.\"}},{\"@type\":\"Question\",\"name\":\"Quelles strat\u00e9gies de compensation peut-on mettre en place pour un \u00e9l\u00e8ve dysorthographique ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"Les strat\u00e9gies incluent l'utilisation d'outils num\u00e9riques (correcteurs, pr\u00e9dicteurs de mots), la r\u00e9duction du volume d'\u00e9criture, l'\u00e9valuation orale quand possible, l'utilisation de r\u00e9f\u00e9rentiels visuels, et la mise en place de bar\u00e8mes de notation adapt\u00e9s qui valorisent le contenu plut\u00f4t que la forme.\"}}]}<\/script>[\/et_pb_code]","_et_gb_content_width":"","footnotes":""},"categories":[3582],"tags":[],"class_list":["post-726281","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-advice-from-our-coaches"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.8 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Dysorthographia: Recurring Errors and Assessment Strategies - DYNSEO - Educational apps &amp; 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