How can we help a pupil with dysorthography with learning grammar rules? What methods – aids would you choose?
A Guide for Beginning Teachers
Dysorthography
Dysorthography is a specific disorder concerning the application of grammar rules. A pupil is capable of orally explaining them, yet s/he makes mistakes in writing.
At the first level, dysorthography manifests itself in Czech language as an inability to distinguish short and long syllables, soft and hard syllables, sibilants, or keeping word boundaries in writing (a pupil in writing connects neighbouring words - in the wood = inthewood).
- Note: Long syllables: Czech language has five vowels that occur as both phonologically short and long which can lead to short and long syllables (there is a difference between A and Á, or E and É). “Czech long and short vowels are the same sound, only the duration for which they are pronounced is different. The duration of pronunciation of Czech vowels is also slightly longer than in English. Thus a and á are exactly the same sound (this goes for all Czech vowels), á is just pronounced longer.” (myczechrepublic.com, 2005).
- Note: Hard syllables: In Czech, some consonants are classified as “hard” and others as “soft”. Since declensional patterns split into so-called “hard” and “soft” varieties, it is necessary to remember which consonants count as “soft”. Almost all the soft consonants are written with a diacritic mark — called a háček — over them. The háček consonants are: Č č, Ř ř, Š š, Ž ž, Ň ň, Ď ď, Ť ť. The other two consonants that count as “soft” are c and j. From a naïve English perspective, then, the “soft” consonants are the funny consonants (plus c and j).”(cokdybysme.net)
At the same time, these pupils can face problems in identifying letters and can substitute them – in this, dysorthography is similar to dyslexia.
Dysorthography
Monika, 9 years 5 months, 3rd grade elementary school speech therapy, November 2012
Fundamental problems endure in the sphere of grammar, both in Czech and foreign languages.
Wrongly acquired basics of the grammar of Czech or foreign languages at the first level makes it harder to acquire more complicated information at the second level.
Assignment for students:
Basic principles of working with pupils with dysorthography:
- Respect pupil’s working pace
- Prefer quality over quantity
- Alternation of activities to strengthen grammar phenomena + use PC games
- Reflect on and explain their mistakes
- Tolerate specific dysorthographic mistakes
- Use grammar overviews
- They manifest in learning a foreign language too