Les productions textuelles d’enfants dysorthographiques et non dysorthographiques sont-elles comparables?

Writing does not consist merely in spelling, but also includes a textual dimension that requires several years of learning. And yet, in speech and language therapy, children are generally reported, in the field of written production, only because of their difficulties with spelling. What of their ability to produce a written text, then? This issue underlies an exploratory research lead with children, who are in their third and fourth year of primary school, with or without dysorthographia. These were placed in several writing situations (spelling tests and text writing). Some results concerning the writing of a story on the basis of given pictures are presented. They show that there are both divergences (length of the texts, reconstruction of the content and use of some linguistic units) and convergences (types of texts produced, use of verb tenses) between the two types of children.