Contrast Sensitivity Differences Between Proficient and Disabled Readers Using Colored Lenses

Spafford, Carol S.; Grosser, George S.; Donatelle, Joseph R.; Squillace, Steven R.; Dana, Jon P.

doi:10.1177/002221949502800406

Cited by 5 publications

(2 citation statements)

References 41 publications

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“…Spafford et al 221 found that contrast reduction, but not lens color, permitted poor readers to be diagnostically differentiated from proficient readers. Lightstone et al 222 stated that the choice of color must be child-specific and requires trial and error.…”

Section: Colored Lenses and Overlaysmentioning

confidence: 99%

Learning Disabilities, Dyslexia, and Vision

Handler¹,

Fierson²

2011

Pediatrics

160

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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.

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Section: Colored Lenses and Overlaysmentioning

confidence: 99%

Learning Disabilities, Dyslexia, and Vision

Handler¹,

Fierson²

2011

Pediatrics

160

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“…Cotton and Evans' investigation (1990) of participants diagnosed with specific reading disabilities also showed lack of significant improvement in reading as did a 1993 study by Martin,Mackenzie,Lovegrove,and McNicol, follow-up and posttest one year later. Spafford and Grosser (1995) found that after the use of coloured filters, no significant difference in reading between the control and experimental groups was evident and concluded that use of coloured filters was not a critical treatment for reading disabilities. However, their findings did suggest that some individuals with reading disabilities may have higher peripheral brightness thresholds than proficient readers.…”

mentioning

confidence: 97%

Coloured Filters and Reading Accuracy, Comprehension and Rate: A Placebo-Controlled Study

2008

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Literature suggests that visuoperceptual deficits not normally assessed by eye examinations may be responsible for certain reading disabilities. Previous studies indicate that the use of nonoptical coloured filters may reduce these deficits and improve reading performance. Present research involved 49 participants with visuo-perceptual reading disabilities. Participants were divided into a control group who received no intervention, a placebo group who received filters in a colour complementary to the individual's optimal colour, and an experimental group who received specifically matched coloured filters. At posttest the experimental group reported statistically significantly fewer visual discomfort symptoms. The remainder of the results were, however, inconsistent. Some potential explanations are explored.

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The Neurobiology of Dyslexia

Beaton

The Study of Dyslexia

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Contrast Sensitivity Differences Between Proficient and Disabled Readers Using Colored Lenses

Cited by 5 publications

References 41 publications

Learning Disabilities, Dyslexia, and Vision

Learning Disabilities, Dyslexia, and Vision

Coloured Filters and Reading Accuracy, Comprehension and Rate: A Placebo-Controlled Study

The Neurobiology of Dyslexia

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