Joint statement - Learning disabilities, dyslexia, and vision

Gregg T. Lueder, James B. Ruben, Richard J. Blocker, David B. Granet, Daniel J. Karr, Sharon S. Lehman, Sebastian J. Troia, George S. Ellis, Christie L. Morse, Michael X. Repka, Kyle Arnoldi, Sheryl Handler, Walter M. Fierson, Linda Lipinsky, Nancy A. Murphy, Robert Burke, Larry W. Desch, John C. Duby, Ellen Roy Elias, Susan E. LevyGregory S. Liptak, Douglas McNeal, Scott M. Myers, Kenneth W. Norwood, Paul J. Sagerman, Paul H. Lipkin, Stephanie Mucha Skipper

Research output: Contribution to journalReview articlepeer-review

73 Scopus citations


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 evidencebased evaluations and treatments seem necessary to achieve the best possible outcome. Most experts believe that dyslexia is a languagebased 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.

Original languageEnglish
Pages (from-to)837-844
Number of pages8
Issue number2
StatePublished - Aug 2009


  • Dyslexia
  • Eye examination
  • Learning disabilities
  • Ophthalmology
  • Vision


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