What is dyslexia?
According to the National Institutes of Health, 15-20 percent of the population has a reading disability. Characterizing dyslexia
is not simple. The term “dyslexia” is Greek in origin and literally means “difficulty with language.” The difficulties experienced by
dyslexic individuals go beyond reading. They affect spelling, understanding directions, writing and often mathematics. The
precise cause of dyslexia is still unknown. At present, it is understood to be caused by a combination of physiological,
neurological and genetic factors. The root of the problem lies in how the brain processes information.

Can dyslexia be diagnosed?
Yes. Diagnosis is based on a group of signs and symptoms. No one person will have all of the characteristics of dyslexia, but
rather a combination of several symptoms. Most experts agree that children should be screened for dyslexia as early as
possible, either in the first grade or even in kindergarten. At present psychologists diagnose various types of dyslexia based on
the learning area that poses the most difficulty: reading disorder, mathematics disorder, disorder of written expression, attention
deficit disorder (ADD), attention deficit with hyperactivity disorder (ADHD), long- or short-term memory deficits and deficits in
visual or auditory processing.

What are the symptoms of dyslexia?
• Spotty performance on tests
• Confusion with the concepts of time
• Difficulty distinguishing right and left
• Poor understanding of spatial relationships
• Difficulty following instructions
• Frequent reversals of letters and numbers
• Difficulty distinguishing speech sounds
• Frequent mild speech irregularities
• Awkwardness
• Some difficulty with fine motor skills
• Reading difficulties
• Difficulty with writing
• Inconsistent performance and quality of work
• Disorganization
• Slowness in finishing work
• Short attention span compared to others the same age
• Poor spelling
• Difficulty concentrating.

How is dyslexia treated?
There is no medical treatment for dyslexia. DePaul School regards dyslexia more as a teaching challenge rather than a learning
disability. Instruction tailored specifically to the needs of these students is absolutely essential. This includes the need for
specialized materials and methods and much repetition. For instance, some students require detailed analysis of the structure of
the English language in order to make progress in reading and spelling. At DePaul School in Jacksonville, classes are kept small;
the overall student/teacher ratio is 10 to 1.Success is achieved by concentrated effort on the part of the student, family and
school. Our goal is to return the students to conventional classrooms with the necessary training to compete successfully with
their peers.

Can dyslexics be successful in a career?
Absolutely! Many dyslexics are outstanding in their fields. Examples of successful dyslexics include Nelson Rockefeller,
Woodrow Wilson, Winston Churchill, Albert Einstein, Bruce Jennet, Thomas Edison, Hans Christian Anderson, William Butler
Yeats, and Charles Schwab. Many of these individuals tested in the genius range for intelligence, yet some were judged to be
mentally deficient as children. Many others, although not world-famous, have been successful in business, mechanical fields,
architecture, the arts and other career areas. Some have become doctors, scientists, inventors, politicians and generals. And
some have become highly creative problem solvers. Most have never excelled in reading and have remained poor spellers.

Is there a difference  between dyslexia and attention deficit disorder?
Between 10 and 20 percent of all school-aged children have learning disabilities. Although ADD and ADHD are a different
diagnosis than specific learning disability (dyslexia), children who are diagnosed as having attentions there a difference between
learning disabilities and attention deficit? deficits usually have some of the symptoms of a specific learning disability.The
diagnosis usually reflects which of the learning difficulties is most pronounced.

How can attention deficit disorder be identified?
Attention deficit disorder is usually apparent before the age of seven. A child who has ADD has impaired attention not just in
school but in other areas of life as well. He may be prone to daydreaming,ignoring his surroundings, or she maybe distractible
and notice every littlething in his environment. If a child can play video games for hours or watch a long television show without
losing interest, his lack of attention in school may be related to the difficulties he experiences because of a specific learning
difference or processing deficits.

What are the characteristics of attention deficit disorder with hyperactivity?
A child who has been diagnosed as ADHD will demonstrate one, two or all three of these characteristics: easily distracted,
hyperactivity, impulsivity.

A child who is DISTRACTIBLE may have trouble paying attention because he focuses on unimportant noises or objects as
easily as on the main activity.

HYPERACTIVE children do not have to be running around at all times. They may show constant motion by tapping their
fingers or feet or by doing several things at once.

Children who are IMPULSIVE do not stop to think before they act. They interrupt and sometimes overreact by yelling,
throwing or hitting.

Though their behavior may be the same as a child with emotional or behavioral problems, the cause is based on a dysfunction.
Remember, a diagnosis of ADHD does not necessarily mean that a child has all three characteristics. Your doctor may
prescribe a medication to decrease these symptoms, but if your child also has a learning disability, as many children with ADHD
have, it will not cure all of their problems in school. With appropriate educational intervention, students can learn to overcome
many problems and compensate for those they cannot overcome.

What is a processing disorder?
Both auditory processing disorder and visual processing disorder are often part of the larger syndrome known as dyslexia.
However, when a child's primary difficulty with learning is concentrated in one or the other of these areas, a diagnosis of a
processing disorder may be the best description of the individual’s difficulties. Auditory and visual processing disorders are not
mutually exclusive. An individual may be diagnosed with both visual and auditory processing disorders. The key to success for
those with one or both of these deficiencies is to recognize the disorder and implement compensatory strategies as quickly as
possible. Multisensory presentations will allow the student to maximize his ability to learn. By involving both the weaker as well
as the stronger ability, the weaker sense may improve somewhat and at least not become even weaker.

In its simplest terms, auditory processing disorder means that a person hears sounds but has difficulty interpreting the sounds
and gathering meaning from them. Here are some of the symptoms of an auditory processing disorder:

• Has difficulty paying attention during lectures
• Frequently asks for repeated directions or information
• Misses the point in questions or jokes
• Is distracted by noises
• Forgets what he or she has heard

Auditory processing disorder can affect one or more of the following:
• Auditory memory - the ability to remember what has been heard
• Auditory discrimination - the ability to distinguish between language sounds
• Auditory attention - the ability to concentrate on oral presentations
• Auditory figure/ground processing -background noise interferes excessively with effective listening
• Auditory conception - the ability to grasp abstract or language-based concepts orally.

How is a visual processing disorder identified?
In its simplest terms, a visual processing disorder means that an individual sees images, but has difficulty interpreting what is
seen and drawing meaning from the images. Here are some of the symptoms of a visual processing disorder:
• Has difficulty focusing on visual material such as books or charts
• Frequently asks for oral directions or information despite visual information being present
• Misses either visual detail or the overall concept in an image
• Has difficulty working with information that is “too busy” or too stimulating
• Forgets what visual images look like or seems oblivious to them
• Has difficulty with spelling and reading words that are not phonetic
• Has difficulty recognizing letters
• Often loses his or her place when reading

Visual processing disorder can affect one or more of the following:
• Visual memory - the ability to remember what has been seen
• Visual discrimination - the ability to distinguish between similar images
• Visual attention - the ability to focus on material that is only visual (such as difficulty working independently from a book)
• Visual figure/ground processing -difficulty comprehending shapes, figures or symbols
• Visual tracking - the ability to effectively scan a line, page or chart

W hat educational programs are effective for children with specific learning differences?
Generally speaking, structured multisensory teaching programs are the most effective for children with learning differences. At
DePaul School we emphasize visual (see it), auditory (say it and hear it), and kinesthetic (feel it) teaching strategies. Our
approach to learning is positive. DePaul has a variety of programs available to address learning differences, including the
Lindamood-Bell Lips TM Program (Lindamood Phoneme Sequencing TM Program)* to address problems recognizing words
and Visualizing-Verbalizing (V/V TM )* to develop comprehension skills. Both programs complement the DePaul Structured
Linguistic Program, based on Orton-Gillingham teaching methods. We also make use of Wilson Language materials, Great
Leaps for developing reading fluency and Mercer Math.

A key concept in teaching individuals with learning differences is to use and involve as many senses as possible in learning
activities. Hands-on experiential learning is usually the most effective. Teachers are active in making sure that material is
understood and integrated into the student’s broader body of knowledge. Problem-solving strategies and learning techniques
are an integral part of the curriculum.

In reading and spelling instruction, phonemic awareness is a critical component of cracking the code to literacy for those with
learning differences. Students must be trained to break apart, sequence and synthesize segments of sound. The LiPS TM
Program* has a dramatic track record for developing this ability. Individual errors must be carefully analyzed and corrected.

Though the Lindamood-Bell TM *programs were developed quite a few years ago in California, they have not been widely
adopted by the public schools. DePaul School was the first to offer the programs in the Jacksonville area, implementing them
school wide in 1995.The programs are very effective, but require special teacher training to implement properly. More
information can be found at http://www.lblp.com.

*”Lindamood-Bell Programs are trademarks of Lindamood-Bell Learning Processes (“LBLP”). LBLP in no way guarantees
the quality of the materials or services that may be supplied by DePaul School. DePaul School is not affiliated with, certified,
licensed, monitored or sponsored by LBLP, Nanci Bell, Phyllis Lindamood or Pat Lindamood.”

What programs are offered by DePaul School?
Full-time School Grades 1-8
The full-time program serves students with learning differences of elementary and middle school age. Students are grouped by
ability rather than grade for maximum effectiveness. The class size averages ten students to one teacher. Our specialized
techniques include multisensory teaching methods along with structured, individualized direct instruction. The emphasis is on
basic academic remediation. Enrichment opportunities are offered in art, drama, music, computers and physical education.

An intermediate program is offered for our older students to help prepare them for re-entry into a mainstream school
environment. The curriculum is largely based on standard textbooks used in mainstream schools. Older students have the same
enrichment opportunities as the younger ones. Some financial aid is distributed. An application is available upon request. In
addition we offer student loans through a national company. Payment plans are available.

Boost Your Skills Summer Program
The summer program serves students with learning differences through high school age. This program offers linguistics/language
arts instruction in very small groups (student-teacher ratio is 5:1). Classroom instruction in math, reading and auditory
discrimination is also part of the program. The program operates four hours daily Monday through Friday for four weeks.

Remedial Tutoring
Tutoring is arranged on an individual basis with a trained DePaul teacher. Each student’s skill level is assessed and the tutors
remediate deficit areas and bring the student to his or her potential in the subject. Concepts and skills are taught to mastery and
practical applications are stressed.

Academic Tutoring
Trained tutors work with each student individually to develop a set of study strategies based on the student's strengths and
weaknesses. The tutor also assists with homework completion and test preparation.

Academic & Cognitive Screening
Using national standardized tests administered individually, DePaul can screen a student’s academic and cognitive abilities to
help develop an appropriate educational program and plan for future education.

How do I know if DePaul School is right for my child?
Admission to any DePaul program is determined through a screening process and parent interview. This process
includes a review of the student's psycho-educational evaluation, a review of school records, placement testing and
parent/child rating scales. If school administrators determine more information is needed, recommendations will be
made for additional evaluations. Please call the school if you would like to discuss enrollment in any of our programs.

GLOSSARY OF TERMS
ADD see attention deficit disorder

ADHD see attention deficit with hyperactivity disorder

attention deficit disorder This condition is identified by an individual's difficulty staying focused on a task.

attention deficit with hyperactivity disorder This condition is identified by an individual’s difficulty staying focused on the task at
hand, often accompanied with excessive activity and energy.

auditory discrimination The ability to distinguish one speech sound from another. People with auditory discrimination difficulties
often" mishear” what has been said.

auditory processing disorder Difficulty understanding speech. Sometimes there is a moment’s lag before person with an auditory
processing disorder understands oral information.

critical thinking skills Reasoning beyond a literal level. Includes the ability to generalize and apply knowledge in new
situationsand being able to infer or predict what might happen next.

direct instruction A style of teaching where all students are actively engaged in oral responses and work toward mastery by all
before new material is introduced. Teacher's role is heavily scripted.

disorder of written expression Includes difficulties with the physical act of writing as well as the ability tout thoughts into words
on paper.

distractible The characteristic of following minor incidental distractions and losing track of the main activity.

dyslexia Partial inability to read or to understand what one reads either silently or aloud despite adequate intelligence and
normal instruction.

hyperactivity Excessive activity compared to others of the same age.

impulsiveness Tendency to act without thinking or considering consequences or alternatives

Lindamood-Bell TM Programs A variety of programs developed for individuals with learning difficulties by a group of
California professionals (Charles, Patricia & Phyllis Lindamood, Kimberly Tuley and Nanci Bell).

long-term memory deficit The inability to retain information after the initial learning has taken place. For example, a child might
memorize words effectively for a test, but not retain that knowledge for future use.

mainstreaming The process of placing students who have experienced difficulties with learning into regular classrooms or
environments.

mathematics disorder Great difficulty performing and understanding mathematical processes.

mental images Mind pictures formed to represent what is said in words.

multisensory approach A teaching style conveying information with a variety of presentations, for example speaking about
something while using pictures or graphics or including materials that may be touched and examined.

Orton-Gillingham method A comprehensive approach to reading and language instruction developed by Samuel Orton and June
Gillingham.

phonemic awareness The ability to break words or syllables into sound segments or blend sounds together. Phonemic
awareness activities include rhyming tasks, identifying words with similar sound patterns or being able to alter a sound segment
in a specific way (say “dog” but leave off the beginning sound).

reading comprehension The ability to draw meaning and information from printed materials.

reading disorder The inability tread or draw meaning from reading despite adequate intelligence and instruction in reading.

short-term memory deficit The inability to memorize or recall information when working with it for a limited but intense period.

tutoring A learning activity performed outside of the classroom setting, usually one student working with one instructor, but may
be a very small group of students working with one instructor.

visual processing disorder Difficulty interpreting visual images in a way that is meaningful. For instance, difficulty looking at a
picture with many details and understanding what it is about.

Visualizing-Verbalizing TM *A Lindamood Bell TM * program for enhancing comprehension of language by creating mental
pictures.
*”Lindamood-Bell Programs are trademarks of Lindamood-Bell LearningProcesses (“LBLP”). LBLP in no way guarantees the
quality of the materials or services that may be supplied by DePaul School. DePaul School is not affiliated with, certified,
licensed, monitored or sponsored by LBLP, Nanci Bell, Phyllis Lindamood or Pat Lindamood.”