An emerging hypothesis about the origins of dyslexia proposes that the

Dear Derkus,
I'm happy to respond. The short answer is: no. Here's the question again,

An emerging hypothesis about the origins of dyslexia proposes that the environmental distractions present in classrooms and other settings may be so overwhelming they interfere with the ability of some subjects for recognizing patterns and, the result is, to identify printed letters and words.
A. they interfere with the ability of some subjects for recognizing patterns and, the result is, to identify
B. that they interfere with the ability of some subjects to recognize patterns and, as a result, to identify
C. that they interfere with the ability of some subjects to recognize patterns and, the result, they cannot identify
D. that they interfere with the ability of some subjects to recognize patterns, and result in not identifying
E. as to interfere with the ability of some subjects for recognizing patterns, resulting in the inability to identify

Remember that grammar is not mathematics. The rules of grammar & punctuation don't have the same universality that the rules of math do. Choice (D) has two verbs in parallel inside the "that" clause. Ordinarily, when we have [subject][verb1]"and"[verb2], we wouldn't have a comma before the "and", separating one branch of parallelism from the other. BUT, if the two verb phrases (the "predicates") are long and complex, with long clauses or phrases as part of each predicate, then for clarity, we could use a comma. There's no strict hard-and-fast rule for this, but in this sentence, that first predicate "interfere with the ability of some subjects to recognize patterns," is getting to be long enough that it would be reasonable to have a comma before the end to make the parallelism more clear. Here's another famous example:
When in the Course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another, and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.
That is the first sentence of the US Declaration of Independence. Notice the two gigantic infinitive phrases in parallel ("to dissolve" ... "to assume") --- they are long enough that it's perfectly justified to have the comma before the "and."

We certainly can't reject (D) because of this punctuation issue. As a general rule, punctuation will never be, by itself, the deciding split for any choice on the GMAT RC. It's very important to understand the deep logical problem in (D). The GMAT SC is as much about logic as it is about grammar, and when it comes right down to it, logic always trumps grammar.

Does all this make sense?
Mike

(A) they interfere with the ability of some subjects for recognizing patterns and, the result is, to identify: Wrong, idiom error 'so that'

(B) that they interfere with the ability of some subjects to recognize patterns and, as a result, to identify: Bingo

(C) that they interfere with the ability of some subjects to recognize patterns and, the result, they cannot identify: Wrong, pronoun error of using 'they'

(D) that they interfere with the ability of some subjects to recognize patterns, and result in not identifying: Wrong, environmental...doesn't result in not identifying, they actually interfere with the ability of the subjects to identify

(E) as to interfere with the ability of some subjects for recognizing patterns, resulting in the inability to identify: Wrong, Same error as in option A

An emerging hypothesis about the origins of dyslexia proposes that the environmental distractions present in classrooms and other settings may be so overwhelming they interfere with the ability of some subjects for recognizing patterns and, the result is, to identify printed letters and words.
(A) they interfere with the ability of some subjects for recognizing patterns and, the result is, to identify

(B) that they interfere with the ability of some subjects to recognize patterns and, as a result, to identify

(C) that they interfere with the ability of some subjects to recognize patterns and, the result, they cannot identify

(D) that they interfere with the ability of some subjects to recognize patterns, and result in not identifying

(E) as to interfere with the ability of some subjects for recognizing patterns, resulting in the inability to identify



First: read the sentence carefully to find the error(s).
An emerging hypothesis about the origins of dyslexia proposes that the environmental distractions present in classrooms and other settings may be so overwhelming they (STOP!) interfere with the ability of some subjects for recognizing patterns and, the result is, to identify printed letters and words.

Once again: hypothesis about Xs that Ys(distractions) may be so overwhelming they… (definitely, “they” is incorrect; we need “that” instead of “they”)
Therefore, A and E are out.

Now read the second part: that they interfere with the ability of some subjects to recognize patterns….(this part of the sentence is same in B, C ,and D. So we need to take a close look at what follow the and..)
D. … to recognize patterns, and result in not identifying …
(here, “comma + and” suggest that it is second in depended clause that is not the case. D is out)

C. … to recognize patterns and, the result, they cannot identify..
(the use of “they” is ambiguous in this sentence. It can, illogically, refer to hypothesis or distraction. C is out too)

B. to recognize patterns and, as a result, to identify…
(This sentence maintain parallelism and convey intended meaning. B is correct)

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