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Written production requires specific cognitive activities, which can be difficult and exhausting for some learners: copying, dictation, note-taking and school exams. Therefore, we consider that all these activities require a good mastery of writing which forms an essential benchmark for the teacher in order to assess the learner. Through this work, we have exposed how ICT is at the service of this category of dysorthographic. Starting from the point that the use of ICT is a facilitator of the productivity of the learners, it is a question of using the computer tool well because it can generate simulations, reconstruct laws, models and theories. It allows the learner to relate new elements more quickly to ideas already established in his own cognitive structure.