Beyond Dyslexia: Understanding the Language-Based Learning Differences We Serve

When many families hear about The dePaul School, they know us as a school for students with dyslexia. While dyslexia is one of the most common learning differences among our students, it is not the only one.

Many children struggle in traditional school settings because of underlying language-based learning differences (LBLDs). These differences affect how students process, understand, remember, and express language. They can impact reading, writing, math, attention, organization, and learning in the classroom.

At dePaul, we specialize in helping students with these learning differences build the skills, confidence, and independence they need to succeed.

What Is a Language-Based Learning Difference?

Language-based learning differences are neurological differences that affect how the brain processes language and information. They are not related to intelligence, motivation, or effort.

Children with LBLDs are often bright, creative, and capable learners who simply need instruction delivered in a more explicit, structured, and multisensory way.

Learning Differences Commonly Supported at dePaul

Dyslexia

Dyslexia affects reading, spelling, decoding, and written language skills.

Students with dyslexia may:

• Read slowly or inaccurately
• Struggle with spelling
• Avoid reading tasks
• Have difficulty sounding out unfamiliar words
• Work harder than peers to achieve similar results

Structured literacy instruction rooted in the Orton-Gillingham approach is at the heart of what we do.

Dysgraphia

Dysgraphia affects handwriting, spelling, and written expression.

Students may:

• Have messy or inconsistent handwriting
• Struggle to organize thoughts in writing
• Write significantly less than they can verbally explain
• Experience frustration with written assignments

At dePaul, students receive explicit instruction in written language, organization, and composition skills.

Dyscalculia

Dyscalculia affects mathematical reasoning, number sense, and problem-solving.

Students may:

• Have difficulty learning math facts
• Struggle with number relationships
• Find word problems overwhelming
• Experience math anxiety

Our multisensory math instruction helps students build conceptual understanding and confidence.

Executive Functioning Challenges

Executive functioning skills help students plan, organize, remember, prioritize, and complete tasks.

Students with executive functioning weaknesses may:

• Forget assignments or materials
• Have difficulty getting started on work
• Struggle with organization
• Become overwhelmed by long-term projects
• Need support managing time and responsibilities

Executive functioning skills are intentionally taught and reinforced throughout the school day.

Attention Differences (Including ADHD)

Many dePaul students have attention challenges that impact learning.

Students may:

• Be easily distracted
• Have difficulty sustaining attention
• Miss important details
• Struggle to complete tasks independently
• Appear inattentive despite trying their best

Our small class sizes and structured environment help students remain engaged and successful.

Auditory Processing Weaknesses

Some students have difficulty processing spoken information efficiently.

Students may:

• Need directions repeated
• Have trouble following multi-step instructions
• Become overwhelmed in noisy environments
• Struggle to remember verbal information

Teachers use visual supports, repetition, and multisensory teaching strategies to strengthen understanding.

Language Processing Difficulties

Language processing difficulties affect how students understand and express language.

Students may:

• Need extra time to respond to questions
• Have difficulty finding the right words
• Struggle to summarize information
• Misunderstand complex verbal directions
• Experience challenges with reading comprehension

Our instructional approach breaks language into manageable steps and provides ample opportunities for practice and reinforcement.

Working Memory and Processing Speed Weaknesses

Some students know the material but need additional time to process and respond.

Students may:

• Forget information quickly
• Lose track of multi-step directions
• Need extra repetition
• Complete work more slowly than peers
• Know answers but struggle to retrieve them quickly

Teachers provide structured supports that help students manage cognitive load and demonstrate their understanding.

Why These Learning Differences Often Overlap

Many students do not fit neatly into a single category. A child with dyslexia may also have ADHD. A student with dysgraphia may also struggle with executive functioning. Working memory weaknesses, processing challenges, and language difficulties frequently occur together.

Rather than focusing solely on a diagnosis, we focus on understanding how each student learns best.

How dePaul Supports Students

Our program is designed around the needs of students with language-based learning differences through:

• Small class sizes
• Structured literacy instruction
• Multisensory teaching methods
• Explicit and systematic instruction
• Executive functioning support
• Frequent opportunities for success
• A nurturing environment that builds confidence and self-advocacy

Is dePaul the Right Fit?

Students who thrive at dePaul are often bright learners who need a different approach to instruction. They benefit from structure, individualized support, and teaching methods designed specifically for language-based learners.

If your child is struggling with reading, writing, spelling, math, attention, organization, processing, or language skills, we encourage you to reach out to our admissions team. Together, we can determine whether dePaul may be the right fit for your child's unique learning profile.