DYSORTHOGRAPHIA
Definition
Dysorthographia is a specific learning disability (SLD) that is related to dyslexia in which there
is a poor spelling performance. Often, it is a neurobiological origin--whether it is internally or
externally caused. It can also be considered as a deficit in phonological processing, for spelling.
Instructional Strategies
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Provide additional time for tests, note taking, projects, etc.
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Request scribes/assistance to better assist students
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Grade based off of student knowledge
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Provide examples of well-completed assignment
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Promote movement in the classroom
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Allow speech to text applications
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Provide performance assessments and assignments
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If in early childhood, provide reflection-based learning for formal learning of phonology and conceptual framework of orthography.
Useful Websites
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Chapter Excerpt: Rehabilitation of Lexical Orthography in Writers with Dysorthographia
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Journal Article: Teaching Spelling to Singaporean Chinese Children with Dysorthographia in English Language: Lexical Versus Lexical Phonological Approach
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Additional information on dyslexia and related learning disabilities
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Classroom accommodations
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Free online tests for learning disabilities [This does not confirm any learning disabilities. It only provides if someone is at risk.]
Research
Armstrong, T. (2017). Neurodiversity: The Future of Special Education?. Educational Leadership. ASCD. Retrieved from
This article discusses a new and different perspective on special education and disabilities. Armstrong argues neurodiversity should the new mindset to have as it allows students to be included and allows for greater diversity. Armstrong discusses four neurodiversity-based approaches to instruct students with learning disabilities: 1) neurodiversity offers a better origin of the “disability”; 2) neurodiversity would emphasize on using students’ strengths to improve weakness; 3) neurodiversity would provide a “workaround” approach, where students succeed without their disability interfering; and 4) students would learn about neuroplasticity and adaptability rather a fixed-mindset.
Bigozzi L, Tarchi C, Caudek C and Pinto G (2016) Predicting Reading and Spelling Disorders: A 4-Year Prospective Cohort
Study. Front. Psychol. 7:337. Retrieved from https://doi.org/10.3389/fpsyg.2016.00337
This article discusses a four-year prospective cohort study with children with and without reading and spelling disorder, children with a spelling impairment, and children without a reading and/or spelling disorder in a transparent orthography. Students were assessed for phonological awareness, conceptual knowledge of writing systems, and textual competence in kindergarten. In third grade, eighteen students were identified with a reading and spelling impairment (RSD), and thirteen students were identified with a spelling impairment (SD). The results of the study found the conceptual knowledge of the writing system the strongest predictor of being identified with a disability.
Di Palma, D., Varriale, L., Briganti, P., & Tafuri, D. (2019). The Importance of Sport Activities To Stimulate An Educational
Management of Students With SLD. Journal of Human Sport and Exercise, 14(1proc), S11-S19.
doi:https://doi.org/10.14198/jhse.2019.14.Proc1.02
This article speaks to the statistic of one out of five students from early childhood to University encounter learning difficulties that need expert support. In Italy, 10 million students need didactic support, and 5% of those students exhibit characteristics of Specific Learning Disorders (SLD). The article examines a performing management strategy, in both an educational and social setting, that interacts with the aspects of SLDs. The results lead to key determinants to help improve management solutions throughout education. One key result is the benefits of supporting students with SLDs through sports. This leads to better development of students with SLDs.