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Children who have difficulty reading tend to have symptoms of › visual fatigue (asthenopia)› Visual perceptual distortions that are

reported as movement of the print Jumping Fading Disappearing Blurring

Children also often complain of:› Merging of the print and background› Patterns within the print (Scott, 2002)

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Can color overlays help children with visual distortions with reading?

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A literature review was done to determine if reading comprehension, reading fluency and/or attention could be improved with the use of color overlays.

The literature found describes the methodology used to gather the information. (Robinson, 1994)

The children chosen for the studies typically suffer from the same symptoms: Migraines/headaches Visual fatigue (can only read for about 10 minutes) Bright pages Words moving and/or poor reading speed

The children received color overlays to help decrease symptoms and increase reading fluency and speed.

The articles are between 1991-2003 and have been published in English.

33 patients› 4 adults (ages 18-40)› 29 children (ages 7-14)

Comparisons were done to see if colored overlays would reduce the symptoms of visual fatigue and improve reading performance better than that of a placebo, a pale yellow UV blocking filter.

Colored overlays improve reading performance and reduce symptoms of visual fatigue, visual distortions and migraines/headaches.(Bouldoukian, 2002)

1st sample 93 children 2nd sample 59 children Tested using Intuitive Overlays. The

children were asked which overlay improved clarity.

47 children in the 1st sample and 32 children in the 2nd sample reported improved perception with an overlay.(Jeanes, 1997)

47 children from the 1st sample and 32 children from the 2nd sample

Three months after the initial evaluation, those who received an overlay were asked if they used their overlay and if they would like to keep their overlay. They were then re-examined with all the overlays and asked which overlay improved clarity.

42 of the 47 children from the 1st sample and 24 of the 32 children from the 2nd sample used the overlays.

33 from the 1st sample and 21 from the 2nd sample wished to keep their overlay.

From the re-examination, the children tended to choose the same or close to the same color overlay when compared to study 1.

Displays that children’s choice in overlays tended to have preferred and adverse color choices. (Jeanes, 1997)

34 students from the 1st sample and 32 children from the 2nd sample

Ten months after the initial reassessment a tally of how many students still used their overlays were taken.

Observations were then made. 11 of the 34 in the 1st sample and 3 of the 32

in the 2nd sample were still using the overlays. Overlays of appropriate color tended to be

used more.(Jeanes, 1997)

30 children from the 1st sample and 30 children from the 2nd sample.

Examined with the Rate of Reading Test 11 out of 30 children from the 1st sample

and 3 out of 30 children from the 2nd sample were still using the overlays

Children in the 1st sample who were still using their overlays improved reading speed with no decrease in reading accuracy. (Jeanes, 1997)

47 boys and 30 girls Examined with Rate of Reading Test using

Intuitive Overlays, along with a clear acetate sheet included with the overlays.

After choosing overlays, the children were reassessed with and without overlays.

38 of the 77 children reported increased clarity and comfort when using the overlays.

39 preferred the uncovered page. Those using the overlay showed an

increase in reading speed.(Jeanes, 1997)

13 boys and 8 girls

Rate of Reading Test was administered to compare no overlay, with a gray overlay, with the preferred overlay and with a color overlay similar to the preferred overlay.

Rate of reading was greater with the color overlay than with the clear, gray and no overlay.

There was no considerable difference between the preferred color overlay and the overlay similar to the

preferred overlay. (Jeanes, 1997)

Using the color overlays may decrease the symptoms of visual fatigue and visual distortions.

For those with reading difficulties, overlays may be a portable way to receive the guidance necessary during reading.

Teachers should be aware of this tool in order to help a child be successful in their education.

Color overlays may be a beneficial tool to use when children have reading difficulties.

With color overlays, visual fatigue and visual distortions decrease, while reading fluency and speed increase.

Cover overlays are controversial and somewhat unproven as there are still questions about the efficiency of the overlays.

Color overlays may not be the cure all for all students with reading difficulties.

The overlays may be beneficial fro students with Meares-Irlen Syndrome, Dyslexia, Autism, ADD/ADHD and/or learning disabilities.

Clearer research should be done on the child’s ability to word comprehend and word recognize.

Clearer research on what type of reading disabilities the children has that requires the use of the color overlays.

Color overlays are controversial because of the “selection bias, the sample sizes, heterogeneity of subjects, and subjectivity of the data collected.” (Evans, 1991)

The research also does not have a method that describes if the child has skills in word comprehension/recognition when reading with the overlays.

Overlays seem to be beneficial for children with reading difficulties.

For those who use color overlays a decrease in eye strain/visual fatigue, visual distortions and migraine/headaches occurs while reading speed and fluency increase.

Children who benefit from color overlays are those who tend to have eye fatigue and difficulty focusing with their eyes.

Color overlays are most helpful when students have a say in the colored overlays that are used.

Use your clinical reasoning.› Collect data on the student while using the overlays and

if within 8 to 12 weeks the child does not show improvement; please think of other tools to use with reading difficulties.

Have the child see a vision specialist if vision problems are suspected.› Eyes not focusing› Eye fatigue› Lack of eyes working together properly

If symptoms remain after the eye exam has been normalized, the student may benefit from the color overlays.

Bouldoukian, J., Wilkins, A.J. & Evans, B.J.W. (2002) Randomised controlled trial of the effect of colored overlays on the rate of reading of people with specific learning difficulties. Ophthalmic & Physiological Optics, 22, 55-60.

Evans, B.J.W. & Drasdo, N. (1991). Tinted lenses and related therapies for learning disabilities – a review. Ophthalmic & #9; Physiological Optics, 11, 206-217.

Irlen, H. (1991) Reading by the Colors. New York: Avery Publishing Group, Inc.

Jeanes, R., Busby, A., Martin, J., Lewis, E., Stevenson, N., Pointon, D. & Wilkins, A. (1997). Prolonged use of colored overlays for classroom reading. British Journal of Psychology, 88, 531-548.

Menacker, S.J., Breton, M.E., Breton, M.L., Radcliffe, J. and Gole, G.A. (1993) Do tinted lenses improve the reading performance of dyslexic children? Archives of Ophthalmology, 111, 213-218.

Robinson, G.L. (1994) Colored lenses and reading: a review of research into reading achievement, reading strategies and causal mechanisms. Australasian Journal of Special Education, 18(1), 3-14.

Scott, L. McWhinnie, H., Taylor, L., Stevenson, N., Irons, P., Lewis, E., Evans, M., Evans, B. & Wilkins, A. (2002). Colored overlays in schools: Orthoptic and optometric findings. Opthalmic & Physiological Optics, 22, 156-165.

Solan, H.A. (1990). An appraisal of the Irlen technique of correcting reading disorders using tinted lenses. Journal of Learning Disabilities, 23(10), 621-623.

Tyrrell, R., Holland, K., Dennis, D. and Wilkins, A.J. (1995). Colored overlays, visual discomfort, visual search and classroom reading. Journal of Research in Reading, 18(1), 10-23.

Wilkins, A.J., Evans, B.J.W., Brown, J.A., Busby, A.E., Wingfield, A.E., Jeanes, R.J. AND Bald, J. (1994). Double-masked placebo-controlled trial of precision spectral filters in children who use colored overlays. Ophthalmic and Physiological Optics, 14(4), 365-370.

Wilkins, A.J. (1994). Overlays for classroom and optometric use. Ophthalmic and Physiological Optics, 14, 97-99.