Est-ce qu’écrire sur un clavier aide les élèves présentant un Trouble Spécifique d’Apprentissage du Langage Écrit à améliorer leur orthographe ?

Context: Specific Written Language Learning Disorder is characterised by difficulties in learning to read (dyslexia) and write (dysorthographia), which can have an impact on school performance. In this context, various pedagogical arrangements can be put in place. However, when difficulties are too important, the use of computer can be proposed. Using a computer as a means of compensation requires occupational therapy, in particular to learn how to write on a keyboard and to master writing software. Objective: The aim of this study was to evaluate the spelling performance of students with a Specific Written Language Learning Disorder on a computer keyboard. The main aim is to define the interests and limitations of using the computer as a compensatory tool. Hypothesis: The spelling disorder of students with Specific Written Language Learning Disorder should be apparent in both handwritten and typed form. However, regular, long-term occupational therapy treatment should increase pupils' autonomy in mastering compensatory tools and, consequently, their spelling accuracy in the typed mode. Method: 11 students from 10 to 14 years old with Specific Written Language Learning Disorder who use computers as a means of daily compensation took part in this study. They produced two written narratives, one by hand (handwritten condition) and one on a computer keyboard (typed condition). The length of the narratives, as well as spelling accuracy and the type of spelling errors produced, were recorded. Results: There was no significant difference between the two writing modes on the two variables tested. Overall, participants with Specific Written Language Learning Disorder made no more spelling errors in the handwritten condition than in the typed condition. Moreover, they produce more morphological spelling errors (inflectional and derivational) than lexical and phonological errors, whatever the mode of production. A qualitative analysis qualifies these overall results, since the participants who received long and regular occupational therapy treatment made greater use of the aids made available to them and produced fewer spelling errors in the typed condition than in the handwritten condition. Nevertheless, computer proficiency is not only linked to occupational therapy follow-up. It also depends on the child's co-morbidities, such as attention deficit disorder, and his or her motivation to perform the written task. Conclusion: The use of computers as a tool to compensate for spelling difficulties in children with Specific Written Language Learning Disorder needs to be considered individually for each child with a specific learning disability.