The research found that the condition affects not only children's ability to read but also to tune out background noise. This means they can have difficulties focusing on a teacher's voice in a noisy classroom.
The study, published in the journal Neuron this month, found that children with developmental dyslexia have a deficit in the part of the brain where sound is processed and because of this are vulnerable to the effects of background noise.
Children without the condition are able to extract sound from background noise by focusing on the specific pitch of the sound, which remains constant against fluctuating background noise.
The authors of the study say the findings could lead to new ways of indentifying dyslexia sufferers.
They recommend that children with dyslexia be placed at the front of the class or be provided with wireless technologies to help them separate sounds.
Dr Kate Saunders, education and policy director at the British Dyslexia Association (BDA), said, 'Research studies such as this offer a piece of the jigsaw puzzle in helping to understand the complex mix of difficulties and potential strengths that can affect dyslexic individuals. Teachers should be made aware of these differences in order to plan how best to help these children.
'The BDA's Friendly Schools award scheme asks that teachers be aware of the need to minimise auditory and visual distractions at times to improve focus and attention. Children who are at risk of dyslexia can also benefit in the early years from multi-sensory activities to reinforce certain key pre-literacy skills, including sound discrimination, sound blending and, as the child progresses, well structured teaching of phonological skills.'
- Further information: www.bdadyslexia.org.uk
