Prolonged use of coloured overlays for classroom reading

Abstract

Ninety-three children in a primary school and 59 children in two first-year classes of a secondary school were asked individually to observe a paragraph of random letters arranged to resemble text, and to compare the perceptual effects on its clarity of coloured plastic sheets overlaid on the text. A total of 29 colours were compared using 10 coloured plastic sheets and 19 pairwise combinations of sheets, one superimposed on another. The resulting colours sampled CIE 1976 hue angle (huv) and saturation (suv) systematically and efficiently. All the children who reported beneficial perceptual effects (53 per cent) were given their preferred overlay or combination of overlays to use as and when they wished. When the children were examined three months later the children tended to choose a colour similar to one 531 * Requests for reprints. 532Rebecca Jeanes et al. they had chosen previously. Ten months later, 22 per cent of those offered the overlaps were still using them of their own volition. These children, but not those who had ceased to use their overlay(s), read randomly ordered simple words more quickly with their overlay than without. In a second independent group of children referred to the Norfolk Sensory Support Service, who used overlays routinely, the reading speed was similar with a grey or clear overlay; and slower than with the chosen co!oured overlay, suggesting that reduction of contrast was not the critical factor. In a third independent group of children in a primary school in Kent, the increase in reading speed with the chosen overlay predicted the children who continued to use their overlay during the ensuing eight weeks.

Visual stress, its treatment with spectral filters, and its relationship to visually induced motion sickness

“…Double overlays are used if symptoms remain (Wilkins, 2003). In six studies of normal unselected children in mainstream schools, about 20% used their chosen overlay long-term (Jeanes et al, 1997). Those that used their overlays read faster with them: 5% read more than 25% faster (Wilkins, 2002).…”

“…Reports of distortions are obviously subjective but they are associated with a measurable impairment of reading speed that can be measured objectively (Jeanes et al, 1997;Wilkins, , 2002Wilkins and Lewis, 1999;Wilkins et al, 1996Wilkins et al, , 2001) . In addition to direct evidence implicating pattern glare in the aetiology of visual stress (Evans et al, 1994(Evans et al, , 1996a, several studies have excluded other potential mechanisms (Evans et al, 1996a;Simmers et al, 2001a,b).…”

The Effect of Coloured Overlays on Reading Ability in Children with Autism

“…In another study the rate of reading test was carried out in five different conditions: without an overlay, with a clear (transparent) overlay, with the grey overlay from the intuitive overlays, and with two coloured overlays from the same set, one of the chosen colour and one of a colour opposite (complementary) to that chosen. Again rate of reading was only superior in the chosen colour overlay condition (Jeanes et al, 1997).…”

“…When the individuals wear spectacles tinted with this colour, they have reduced symptoms such as eye-strain and headaches (Wilkins et al, 1996). Other studies have shown that coloured overlays eliminate symptoms and increase reading speed in these individuals (Irlen, 1991;Jeanes et al, 1997;Wilkins, 2003;Wilkins, Lewis, Smith, & Rowland, 2001).…”

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“…More recently, the e ect of this type of intervention on reading performance has been assessed using a new test of the rate of reading. This research shows that individually prescribed coloured ®lters can improve reading performance, as well as reducing the symptoms of asthenopia (Wilkins et al, 1996;Jeanes et al, 1997).…”