PEDIATRICS Vol. 49 No. 3 March 1972, pp. 454-455
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THE EYE AND LEARNING DISABILITIES

The problem of learning disability has become a matter of increasing public concern, which has led to exploitation by some practitioners of the normal concern of parents for the welfare of their children. A child's inability to read with understanding as a result of defects in processing visual symbols, a condition which has been called dyslexia, is a major obstacle to school learning and has far-reaching social and economic implications. The significance and magnitude of the problem have generated a proliferation of diagnostic and remedial procedures, many of which imply a relationship between visual function and learning.1

The eye and visual training in the treatment of dyslexia and associated learning disabilities have recently been reviewed with the following conclusions by the American Academy of Pediatrics, the American Academy of Ophthalmology and Otolaryngology, and the American Association of Ophthalmology:

1. Learning disability and dyslexia, as well as other forms of school underachievement, require a multi-disciplinary approach from medicine, education, and psychology in diagnosis and treatment. Eye care should never be instituted in isolation when a patient has a reading problem. Children with learning disabilities have the same incidence of ocular abnormalities, e.g., refractive errors and muscle imbalance, as children who are normal achievers and reading at grade level.2-4 These abnormalities should be corrected.

2. Since clues in word recognition are transmitted through the eyes to the brain, it has become common practice to attribute reading difficulties to subtle ocular abnormalities presumed to cause faulty visual perception. Studies have shown that there is no peripheral eye defect which produces dyslexia and associated learning disabilities.5,6




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