Joint Statement―Learning Disabilities, Dyslexia, and Vision

• Published in: Pediatrics (Evanston) 2009-08, Vol.124 (2), p.837-844
• Main Authors: American Academy of Ophthalmology, American Association for Pediatric Ophthalmology and Strabismus, American Academy of Pediatrics, Section on Ophthalmology, Council on Children with Disabilities, American Association of Certified Orthoptists
• Format: Article
• Language: English
• Subjects: Biological and medical sciences; Care and treatment; Child; Cooperative Behavior; Development and progression; Diagnosis; Disorders of higher nervous function. Focal brain diseases. Central vestibular syndrome and deafness. Brain stem syndromes; Dyslexia - diagnosis; Dyslexia - etiology; Dyslexia - therapy; Evidence-Based Medicine; General aspects; Humans; Learning disabilities; Learning disorders; Learning Disorders - diagnosis; Learning Disorders - etiology; Learning Disorders - therapy; Medical sciences; Nervous system (semeiology, syndromes); Neurology; Patient Care Team; Physiological aspects; Referral and Consultation; Treatment Outcome; Vision Disorders - complications; Vision Disorders - diagnosis; Vision Disorders - therapy; Vision Screening; Visual perception
• ISSN: 0031-4005; 1098-4275
• DOI: 10.1542/peds.2009-1445

Learning disabilities, including reading disabilities, are commonly diagnosed in children. Their etiologies are multifactorial, reflecting genetic influences and dysfunction of brain systems. Learning disabilities are complex problems that require complex solutions. Early recognition and referral to qualified educational professionals for evidence-based evaluations and treatments seem necessary to achieve the best possible outcome. Most experts believe that dyslexia is a language-based disorder. Vision problems can interfere with the process of learning; however, vision problems are not the cause of primary dyslexia or learning disabilities. Scientific evidence does not support the efficacy of eye exercises, behavioral vision therapy, or special tinted filters or lenses for improving the long-term educational performance in these complex pediatric neurocognitive conditions. Diagnostic and treatment approaches that lack scientific evidence of efficacy, including eye exercises, behavioral vision therapy, or special tinted filters or lenses, are not endorsed and should not be recommended.