Do Nutrient Supplements and Dietary Changes Affect Learning and Emotional Reactions of Children with Learning Difficulties?: A Controlled Series of 16 Cases

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Abstract
Detailed dietary and biochemical analyses were done on 16 consecutive cases of children aged 5–15 years referred for a combined remedial reading/behaviour modification program. Each child was given an individually designed vitamin and mineral supplement. Diets were also changed to reduce sugars and refined foods and toxic metals contamination. Cases were matched in pairs with 16 other cases on the program who were given no dietary changes but who received a one-a-day vitamin/mineral capsule as part of standard procedure at the clinic. Over 22 weeks on the program, the experimental group showed significantly greater improvements than the control group in behaviour assessed at school, at home and in the clinic. The experimental group also made significantly greater gains in reading skills. Routine Stanford-Binet intelligence tests given at week 2 and week 20 or 21 showed increased IQ scores of 5 to 35 points (X = 17.9) for the experimental group. Increases for the control group were 0–21 points (X = 8.4). Results suggest that subtle nutritional variables exert a substantial influence on learning and behaviour.