The Use of Colored Overlays for Improving Reading

The Use of Colored Overlays for Improving Reading Difficulties Visit How. To. Learn. com/products/coloredoverlays To find out more…

Do you do any of these things when reading? Get tired when you read? Skip lines Have to re-read to “get” the information Seem to have trouble remembering what you read? Not see the punctuation at the end of a sentence and accidentally skip over it? Feel like you don’t want to read very much?

Introduction Children and adults who feel they have a difficult time reading tend to have symptoms of › visual fatigue (asthenopia) › Visual perceptual distortions that are reported as movement of the print The words sometimes jump around The print can look like it fades Often mistake one letter for another Print blurs, eyes water

Introduction Continued Children and adults also often complain of: › Merging of the print and background › Patterns within the print (Scott, 2002) essex. ac. uk

Evidence-Based Question Can color overlays help children and adults with visual distortions with reading? essex. ac. uk

Literature Review �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)

Criteria for Evidence Selection � 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.

Survey 1: Randomized Control Trial using a placebo � 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)

Survey 2, Study 1: Questionnaire, followed by individual testing 1 st sample 93 children 2 nd sample 59 children Tested using Intuitive Overlays. The children were asked which overlay improved clarity. 47 children in the 1 st sample and 32 children in the 2 nd sample reported improved perception with an overlay. (Jeanes, 1997)

Survey 2, Study 2: Follow up research � � � 47 children from the 1 st sample and 32 children from the 2 nd 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 1 st sample and 24 of the 32 children from the 2 nd sample used the overlays. 33 from the 1 st sample and 21 from the 2 nd 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)

Survey 2, Study 3: Observational research � � � 34 students from the 1 st sample and 32 children from the 2 nd 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 1 st sample and 3 of the 32 in the 2 nd sample were still using the overlays. Overlays of appropriate color tended to be used more. (Jeanes, 1997)

Survey 2, Study 4: Exploratory research � 30 children from the 1 st sample and 30 children from the 2 nd sample. � Examined with the Rate of Reading Test � 11 out of 30 children from the 1 st sample and 3 out of 30 children from the 2 nd sample were still using the overlays � Children in the 1 st sample who were still using their overlays improved reading speed with no decrease in reading accuracy. (Jeanes, 1997)

Survey 2, Study 5: Test/Retest 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)

Survey 2, Study 6: Randomized and counterbalanced � 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)

Implications for Consumers � 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.

Implications for Practitioners � � � 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. Coverlays 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 for students with visual fatigue, Dyslexia, Autism, ADD/ADHD and/or learning challenges.

Implications for Researchers 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.

Summary of the Evidence � � � 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.

Recommendations for Best Practice 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.

References � 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.

References � 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. Mc. Whinnie, 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.

References � 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.