Understanding Dyslexia
Dyslexia is a language-based learning difference that primarily affects the development of accurate and fluent reading, spelling, and written language skills. It is not related to intelligence, motivation, or a student’s desire to learn.
Students with dyslexia often have strong reasoning, creativity, problem-solving, and verbal communication skills. However, they may need explicit, structured instruction to develop the foundational language skills required for reading and writing.
- Jacksonville, FL
- Grades 2-8
What Is Dyslexia?
Dyslexia affects the way the brain processes written and spoken language. Students may have difficulty recognizing the sounds within words, connecting sounds with letters, reading words accurately, spelling, or reading fluently.
The way dyslexia presents can vary from one student to another. Some students experience significant difficulty learning to read, while others may read accurately but require more time and effort than their peers.
With appropriate instruction and support, students with dyslexia can develop stronger literacy skills and become confident, successful learners.
Common Signs of Dyslexia
The signs of dyslexia may change as a child grows, but common characteristics can include:
- Serious spelling problems
- Difficulties learning to read, particularly in grade 3 and beyond
- Guessing by using the shapes of words versus actually reading
- Directional confusion, such as left/right, above/below, yesterday/tomorrow, and before/after
- Difficulty tying shoes
- Mix-ups in spoken syllables, like saying “basketti” for spaghetti. In fact, children with dyslexia may continue speaking like a 3-4 year-old for several years
- Delays in crawling, walking, or speaking
- Extreme messiness (messy rooms, messy backpacks)
- Difficulty learning the alphabet
- Don’t understand the concept of rhyming
- Chronic ear infections
- Due to hard work with little payoff, homework is an overwhelming nightmare
Dyslexia Is Not a Measure of Intelligence
Students with dyslexia are capable learners. Their difficulty with reading or written language does not reflect their intelligence, effort, or potential.
Many students with dyslexia demonstrate strengths in areas such as:
- Creative thinking
- Empathy/interpersonal relationships
- Big-picture thinking
- The arts, music, dance
- Athletics
- Problem-solving
- Verbal communication
- Visual reasoning
- Hands-on learning
- Leadership
- Innovation
Why Early Intervention Matters
Early identification and appropriate instruction can help prevent reading difficulties from becoming more significant over time.
Students who struggle to read may begin to fall behind in subjects that increasingly depend on independent reading. They may also become discouraged, avoid academic challenges, or begin to believe they are not capable learners.
Early intervention helps students build foundational literacy skills while protecting their confidence and relationship with learning.
Support can still make a meaningful difference for older students. It is never too late to provide structured instruction that addresses a student’s specific needs.
How Dyslexia Affects Learning
Reading challenges can affect more than language arts. As students move through school, reading and writing become essential parts of mathematics, science, social studies, homework, testing, and classroom participation.
A student with dyslexia may understand a concept when it is explained verbally but struggle to demonstrate that knowledge through reading or writing.
Students may benefit from:
- Explicit instruction
- Additional processing time
- Clear and organized directions
- Multisensory learning activities
- Repeated practice
- Smaller instructional groups
- Accessible reading materials
- Supportive classroom accommodations
The right combination of instruction and support can help students access the curriculum while continuing to strengthen their literacy skills.
Related Learning Differences
We understand that students may have more than one challenge affecting how they learn. Our approach is built around understanding each student’s strengths and needs and providing instruction in ways that help them learn, practice, and make progress.
ADD/ADHD
Attention-deficit/hyperactivity disorder (ADHD) often goes hand-in-hand with dyslexia. It presents as difficulty sustaining attention, hyper-restlessness, and impulsive behavior, leading to poor performance in school. ADHD is often displayed in hyperactivity, while ADD is a slower-paced state of inattention.
Dysgraphia
Dysgraphia is a visual-motor integration problem that causes childlike, nearly illegible handwriting that is often slow, labored, and tedious.
Considering an Evaluation?
If you suspect your child may have dyslexia or another learning difference, we encourage you to schedule a tour at DePaul. A full psychoeducational evaluation can also help families better understand a child’s strengths, challenges, and learning needs.
A psychoeducational evaluation is not required for enrollment at DePaul, but it can provide helpful information when considering the right educational setting and support.
Northeast Florida Evaluation Resources
Families seeking a psychoeducational evaluation may wish to contact:
Dr. Edward Taylor
3750 San Jose Pl., Suite 35
Jacksonville, FL 32297
(904) 886-9006
Dr. Michael Sisbarro
11512 Lake Mead Avenue, Suite 305
Jacksonville, FL 32256
(904) 379-6316
Dr. Marcos DiPinto
807 Children’s Way
Jacksonville, FL 32207
(904) 697-3600
Is DePaul the Right Fit?
DePaul may be a strong fit for students who:
Have dyslexia or a reading-based learning difference
Work hard in school but continue to struggle with reading or writing
Need a smaller, more supportive learning environment
Are able to participate positively in the school community
Have regular school attendance
Every family begins with a campus tour. The admissions process helps families and the DePaul team determine whether the school can appropriately support the student’s needs.
Notable People With Dyslexia
Dyslexia does not determine what a person can achieve. Many successful artists, entrepreneurs, scientists, performers, athletes, and leaders have spoken publicly about their experiences with dyslexia.
Explore stories of notable individuals whose learning differences became part of their unique path.
Common Dyslexia & Student Support Questions
No. For diagnosis, please see a psychoeducational evaluation through a licensed psychologist, such as Dr. Edward Taylor or Dr. Michael Sisbarro.
No, we take undiagnosed students with dyslexia. We do ask all DePaul families to get a private psychoeducational evaluation for their student before the end of their first year at DePaul. The key for admission: dyslexia symptoms must be the primary barrier to learning.
Yes! All DePaul teachers are trained in the Orton-Gillingham approach and deliver research-based, multisensory lessons tailored specifically to their class.
DePaul focuses on dyslexia and reading-based learning differences as the primary barrier to learning, so parents can expect the school day and all lessons to be designed for the neurology of dyslexia.
Yes. DePaul provides most of these without asking, because the school is designed around student needs. Accommodations include flexible seating, extra time, curriculum pacing, multisensory lessons, small class sizes, and more.
They will need a different environment from our classrooms.
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