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Lueder GT, Ruben JB, Blocker RJ, Granet DB, Karr DJ, Lehman SS, Troia SJ, Ellis GS Jr, Morse CL, Repka MX, Arnoldi K, Handler S, Fierson WM, Lipinsky L, Murphy NA, Burke R, Desch LW, Duby JC, Elias ER, Levy SE, Liptak GS, McNeal D, Myers SM, Norwood KW Jr, Sagerman PJ, Lipkin PH, Skipper SM.
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.
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