Dyslexia: It's NOT a Vision Problem! It's a Cognitive Disorder!

A collaborative paper published in the journal Pediatrics, has been written by the American Academy of Pediatrics, Section on Ophthalmology, Council on Children with Disabilities, American Academy of Ophthalmology, American Association for Pediatric Ophthalmology and Strabismus, American Association of Certified Orthoptists, which concluded that Dyslexia is NOT a vision problem and cannot be 'cured' by eye exercises, behavioural vision therapy, or special tinted filters or lenses.

Abstract
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 cognitive /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, behavioural 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.

Summary
Dyslexia and learning disabilities are complex problems that have no simple solutions. The most widely accepted view is that dyslexia is a language-based disorder.

The American Academy of Pediatrics, the American Academy of Ophthalmology, the American Association for Pediatric Ophthalmology and Strabismus, and the American Association of Certified Orthoptists strongly support the need for early diagnosis and educational intervention.

Recommendations for multidisciplinary evaluation and management must be based on evidence of proven effectiveness that is demonstrated by objective scientific methodology. It is important that any therapy for learning disabilities be scientifically established to be valid before it can be recommended for treatment.

Currently, there is no adequate scientific evidence to support the view that subtle eye or visual problems cause learning disabilities.

Furthermore, the evidence does not support the concept that vision therapy or tinted lenses or filters are effective, directly or indirectly, in the treatment of learning disabilities.

Thus, the claim that vision therapy improves visual efficiency cannot be substantiated. Diagnostic and treatment approaches that lack scientific evidence of efficacy are not endorsed or recommended.

With early recognition and individualized, interdisciplinary management strategies, children with learning disabilities can enjoy successful academic experiences.

Read the full text of the paper at THE AMERICAN ACADEMY OF PEDIATRICS