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Problems in how people with dyslexia process the sounds they hear may be at the heart of this learning disorder, new research suggests.

The study findings, published in the Dec. 22 issue of the journalNeuron, may one day lead to better therapies for children and adults who are diagnosed with this common yet still ultimately mysterious condition.

And different people with dyslexia may have differences in brain-processing patterns, which could help distinguish subtypes of the disorder.

Dyslexia affects about 5 percent of school-aged children.

Although we “typically think of dyslexia as an impairment of reading or the printed word, previous research has suggested that there’s an auditory-processing component. . . It’s not just the printed word but also auditory,” said Dr. Andrew Adesman, who was not involved with the study but is familiar with the findings.

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Growing evidence suggests pollution plays a significant role in developmental problems among children, including autism, attention deficit disorder and even dyslexia, it was revealed at a conference on the subject in Israel Wednesday.

These conclusions emerged from presentations by Israeli and foreign scientists at a conference on the relationship between pollution and children’s health problems. The conference, sponsored by the Environment and Health Fund, was part of the annual convention of the Israel Ambulatory Pediatric Association.

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Dyslexia affects up to 17.5% of the population, but its cause remains somewhat unknown. A report published in the Nov. 23 issue of the online journal PLoS ONE supports the hypothesis that the symptoms of dyslexia, including difficulties in reading, are at least partly due to difficulty excluding excess background information like noise.

In the study of 37 undergraduate students, the researchers, led by Rachel Beattie of the University of Southern California, found that the poor readers performed significantly worse than the control group only when there were high levels of background noise.

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Skilled readers do not have to sound out words every time they see them, a new study indicates.

Instead, once they know a word, they can access a “visual dictionary” in their brains to recognize it every time they see it, said researchers at Georgetown University Medical Center. They suggested these findings could provide new insight into certain reading disorders.

“One camp of neuroscientists believes that we access both the phonology and the visual perception of a word as we read them and that the area or areas of the brain that do one also do the other, but our study proves this isn’t the case,” lead investigator Laurie Glezer, a postdoctoral research fellow, said in a medical center news release.

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IN THEORY, some individuals with visual dyslexia have an excess of L (red) photoreceptors in their eyes.  The excess of red photoreceptors cause a visual dissonance when reading.  A measureable effect is an increased ability (hypersensitivity) to see aBlue Dyop™ on a Black background more easily than they can see a Green Dyop™ on a White background.

A “normal” response lets you see the Green Dyops™ on a White background better than you can see the Blue Dyops™ on a Black background.  A HYPOTHETICAL dyslexic response lets you see the Blue Dyops™ on a Black background better than you can see the Green Dyops™ on a White background.

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