Reading Disabilities and the Effects of Colored Filters

O’Connor, Peter; Sofo, Frank; Kendall, Laurie; Olsen, Gerry

doi:10.1177/002221949002301006

Cited by 49 publications

(24 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…209,211,213 This group with Irlen symptoms showed a high percentage of convergence and accommodative dysfunction, which challenges the claim that the symptoms of SSS are not attributable to vision abnormalities. 211,213 This finding highlighted the need for a formal definition of SSS. The main flaws in this study were that multiple treatments were given to the Irlen-treatment group and the unacceptably large loss of subjects.…”

Section: Colored Lenses and Overlaysmentioning

confidence: 82%

“…Overall, study results have been inconsistent 208,216,223,232 ; many studies have shown that colored overlays and filters are ineffective, 205,214,217,[233][234][235] but a few studies have reported partial positive results. 212,213,218,222,224,231 Many unreported studies have shown no effect of colored filters on measures of either reading performance or SSS symptoms. Also, many of the studies cited as proof of Irlen-lens efficiency actually have been found to be inconclusive after deeper analysis.…”

Section: Colored Lenses and Overlaysmentioning

confidence: 99%

“…The second study was by O'Connor et al 213 of 105 students from grades 2 to 6 who were reading below grade level. Students who displayed definite scotopic symptoms using the Irlen Differential Perceptual Schedule and displayed marked improvement in reading performance with a particular colored overlay were classified as scotopic.…”

Section: Colored Lenses and Overlaysmentioning

confidence: 99%

“…Ninety-two children continued in the 1-week study. 213 The article's conclusion stated that reading rate, accuracy, and comprehension were significantly improved when the scotopic children read with the preferred colored overlay. In his review, Parker noted that the study was very short, and the subjects were divided into small groups, randomly and in an idiosyncratic manner.…”

Section: Colored Lenses and Overlaysmentioning

confidence: 99%

See 3 more Smart Citations

Learning Disabilities, Dyslexia, and Vision

Handler¹,

Fierson²

2011

Pediatrics

160

View full text Add to dashboard Cite

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.

show abstract

Section: Colored Lenses and Overlaysmentioning

confidence: 82%

Section: Colored Lenses and Overlaysmentioning

confidence: 99%

Section: Colored Lenses and Overlaysmentioning

confidence: 99%

Section: Colored Lenses and Overlaysmentioning

confidence: 99%

See 2 more Smart Citations

Learning Disabilities, Dyslexia, and Vision

Handler¹,

Fierson²

2011

Pediatrics

160

View full text Add to dashboard Cite

show abstract

“…Ritchie et al (2011) also found that there was no immediate benefit of colored overlays on reading difficulties. On the contrary, (O'Connor et al 1990) found improved reading rate and accuracy when the individual with reading difficulties read with the preferred color of overlay. found a significant difference in the rate of reading in the group using a colored overlay compared to a control group.…”

Section: Introductionmentioning

confidence: 83%

The Effect of Colored Overlays on Reading Fluency in Individuals with Dyslexia

Denton

Meindl

2015

Behav Analysis Practice

View full text Add to dashboard Cite

Colored overlays, one type of tinted filter, are plastic reading sheets tinted with color and placed over text to eliminate or alleviate a wide range of reading difficulties such as low reading rate, accuracy, and comprehension. The effects of colored overlays on reading problems associated with dyslexia were investigated in this study via a multielement design. Reading fluency was assessed when participants read with and without colored overlays. Undifferentiated responding, or decreased accuracy, resulted across three participants, suggesting that colored overlays were ineffective and potentially detrimental to participants' reading abilities. As a result, empirically validated reading techniques were implemented across individuals. These findings are discussed and recommendations are made in regards to the use of research-based reading interventions.

show abstract