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.

The etiologies of learning disabilities 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.
Since dyslexia is a language-based disorder, treatment should be directed at this etiology.

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.

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.

Read More:  http://aappolicy.aappublications.org/cgi/content/abstract/pediatrics;127/3/e818?rss=1