Learning Disabilities, Dyslexia, and Vision

Abstract

Learning disabilities constitute a diverse group of disorders in which children who generally possess at least average intelligence have problems processing information or generating output. Their etiologies are multifactorial and reflect genetic influences and dysfunction of brain systems. Reading disability, or dyslexia, is the most common learning disability. It is a receptive language-based learning disability that is characterized by difficulties with decoding, fluent word recognition, rapid automatic naming, and/or reading-comprehension skills. These difficulties typically result from a deficit in the phonologic component of language that makes it difficult to use the alphabetic code to decode the written word. Early recognition and referral to qualified professionals for evidence-based evaluations and treatments are necessary to achieve the best possible outcome. Because dyslexia is a language-based disorder, treatment should be directed at this etiology. Remedial programs should include specific instruction in decoding, fluency training, vocabulary, and comprehension. Most programs include daily intensive individualized instruction that explicitly teaches phonemic awareness and the application of phonics. Vision problems can interfere with the process of reading, but children with dyslexia or related learning disabilities have the same visual function and ocular health as children without such conditions. Currently, there is inadequate scientific evidence to support the view that subtle eye or visual problems cause or increase the severity of learning disabilities. Because they are difficult for the public to understand and for educators to treat, learning disabilities have spawned a wide variety of scientifically unsupported vision-based diagnostic and treatment procedures. Scientific evidence does not support the claims that visual training, muscle exercises, ocular pursuit-and-tracking exercises, behavioral/perceptual vision therapy, “training” glasses, prisms, and colored lenses and filters are effective direct or indirect treatments for learning disabilities. There is no valid evidence that children who participate in vision therapy are more responsive to educational instruction than children who do not participate.

What is dyslexia? An exploration of the relationship between teachers' understandings of dyslexia and their training experiences

“…However, Wilkins (2003) summarized the research in the area and suggests that “the proportion of [dyslexic] children who benefit from overlays is similar to that in normal children” (p. 50). Furthermore, Handler and Fierson's (2011) more recent study summarized scientific literature on the topic and suggests that dyslexia and visual problems are unrelated: Vision problems can interfere with the process of reading, but children with dyslexia or related learning disabilities have the same visual function and ocular health as children without such conditions. Currently, there is inadequate scientific evidence to support the view that subtle eye or visual problems cause or increase the severity of learning disabilities.…”

Learning Disabilities: Opportunities and challenges in Oman

“…2 Despite what the term might suggest, individuals with LDs have only specific learning difficulties but maintain an average or above average intelligence quotient. 3 The main causative factor for LDs is presumed to be neurobiological in origin, due to an as-yetunidentified brain pathology. 3,4 Additionally, both hereditary and environmental factors have been implicated.…”

“…3 The main causative factor for LDs is presumed to be neurobiological in origin, due to an as-yetunidentified brain pathology. 3,4 Additionally, both hereditary and environmental factors have been implicated. 3,5 It is possible that these aetiological factors intertwine to trigger the development of LDs.…”

“…3,4 Additionally, both hereditary and environmental factors have been implicated. 3,5 It is possible that these aetiological factors intertwine to trigger the development of LDs. Generally, LDs affect approximately 5% of school-aged children globally.…”

“…6 However, some researchers have argued that that the true prevalence could be as high as 15-20%. 3,7 Reportedly, 4.9% of Canadian children aged 6-15 years were found to have an LD; this prevalence varied across the age spectrum, from 1.6% among 6-year-olds to 7.2% among 10-year-olds. 8 Data from public schools in the USA showed an estimated LD prevalence of 5% among school-aged children, with 2.4 million students found to have LDs.…”