{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,4]],"date-time":"2026-05-04T07:35:59Z","timestamp":1777880159473,"version":"3.51.4"},"reference-count":118,"publisher":"American Academy of Pediatrics (AAP)","issue":"2","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2009,8,1]]},"abstract":"<jats:title>This Policy Statement was retired October 2025.<\/jats:title>\n                  <jats:p>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.<\/jats:p>","DOI":"10.1542\/peds.2009-1445","type":"journal-article","created":{"date-parts":[[2009,7,27]],"date-time":"2009-07-27T07:32:55Z","timestamp":1248679975000},"page":"837-844","source":"Crossref","is-referenced-by-count":86,"title":["Learning Disabilities, Dyslexia, and Vision"],"prefix":"10.1542","volume":"124","author":[{"name":"American Academy of Pediatrics, Section on Ophthalmology, Council on Children with Disabilities","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"name":"American Academy of Ophthalmology","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"name":"American Association for Pediatric Ophthalmology and Strabismus","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"name":"American Association of Certified Orthoptists","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"417","published-online":{"date-parts":[[2009,8,1]]},"reference":[{"key":"2025120414262465400_R1","unstructured":"National Institute of Child Health and Human Development, National Institutes of Health, Department of Health and Human Services, National Reading Panel. 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Brain abnormalities underlying altered activation in dyslexia: a voxel based morphometry study. Brain.\u20082005;128(pt 10):2453\u20132461"},{"key":"2025120414262465400_R24","unstructured":"Pugh KR, Mencl WE, Jenner AR, et al. Functional neuroimaging studies of reading and reading disability (developmental dyslexia). Ment Retard Dev Disabil Res Rev.\u20082000;6(3):207\u2013213"},{"key":"2025120414262465400_R25","unstructured":"Pugh KR, Mencl WE, Jenner AR, et al. Neurobiological studies of reading and reading disability. J Commun Disord.\u20082001;34(6):479\u2013492"},{"key":"2025120414262465400_R26","unstructured":"Temple E, Poldrack RA, Salidis J, et al. Disrupted neural responses to phonological and orthographic processing in dyslexic children: an fMRI study. Neuroreport.\u20082001;12(2):299\u2013307"},{"key":"2025120414262465400_R27","unstructured":"Cao F, Bitan T, Chou TL, Burman DD, Booth JR. 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