A case of severe dyslexia with aphasic-like symptoms

Jansky, Jeannette Jefferson

doi:10.1007/bf02657600

Cited by 12 publications

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“…The role of colors in reading has a few decades of history, dating back to 1958, when Jansky (1958 ) reported the case of a student with a reading deficit who was unable to recognize words printed on a white paper but was able to recognize words printed on a yellow paper. Although the theoretical debate on the causes of reading difficulties and dyslexia has given a primary role to the “phonological hypothesis” – since the efficiency of the processes of phonological processing is among the best predictors of reading skill acquisition ( Wagner and Torgesen, 1987 ; Snowling et al, 2000 ) – the role of visual and perceptual skills has gained attention (e.g., Watson et al, 2003 ).…”

Section: Introductionmentioning

confidence: 99%

Colors, colored overlays, and reading skills

2014

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In this article, we are concerned with the role of colors in reading written texts. It has been argued that colored overlays applied above written texts positively influence both reading fluency and reading speed. These effects would be particularly evident for those individuals affected by the so called Meares-Irlen syndrome, i.e., who experience eyestrain and/or visual distortions – e.g., color, shape, or movement illusions – while reading. This condition would interest the 12–14% of the general population and up to the 46% of the dyslexic population. Thus, colored overlays have been largely employed as a remedy for some aspects of the difficulties in reading experienced by dyslexic individuals, as fluency and speed. Despite the wide use of colored overlays, how they exert their effects has not been made clear yet. Also, according to some researchers, the results supporting the efficacy of colored overlays as a tool for helping readers are at least controversial. Furthermore, the very nature of the Meares-Irlen syndrome has been questioned. Here we provide a concise, critical review of the literature.

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Section: Introductionmentioning

confidence: 99%

Colors, colored overlays, and reading skills

2014

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“…Difficulties with vision in relation to reading have been documented over a number of decades and this is exemplified in the following quotation: ‘Dick was able to recognize a word printed on a yellow sight card, but not the same word when printed on a white one, or when the print varied’ (Jansky, , p. 112). In the report Jansky was not directly referring to visual difficulties per se as affecting Dick's reading; instead this was a general description of what he had difficulties with and how they stopped with a change in the colour of the sheet made by the author.…”

Section: Visual‐perceptual Difficultiesmentioning

confidence: 99%

Visual‐perceptual difficulties and the impact on children's learning: are teachers missing the page?

Boyle¹,

Jindal‐Snape²

2012

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This article attempts to bring to the fore of educational practice the importance of considering the visualperceptual condition of Meares-Irlen syndrome (MIS) when identifying students who have prolonged reading difficulties. Dyslexia is a frequently used term which can be used to label children who have specific difficulties with reading and/or spelling but this article discusses the problems that this may cause students who have a reading difficulty caused by a visual processing difficulty, as the working definitions of dyslexia do not, generally, consider this aspect as a factor, especially when remediation interventions are put forward. This article discusses the possibility that teachers and school psychologists may not be fully aware of MIS and therefore not able to recognise it. Moreover, if this condition is not adequately picked up at the important transition times in school then this could harm the student's self-esteem and affect his or her motivation to succeed in school. The authors argue that the irony of MIS being potentially undetected by teachers and other school professionals is that it is relatively straightforward to identify, and in many cases, to correct.

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“…Going back a few decades [ 12 ], it has been shown that the role of colors in reading dates back to 1958. Jansky [ 13 ] reported the case of a student with a reading deficit who was able to recognize words printed on yellow paper, but unable to recognize words printed on white paper. Previous studies considered the influence of background, text or overlay color on the actual reading process in children [ 12 , 14 , 15 ].…”

Section: Introductionmentioning

confidence: 99%

The Sensor Hub for Detecting the Developmental Characteristics in Reading in Children on a White vs. Colored Background/Colored Overlays

Jakovljević

Janković

Savić

et al. 2021

Sensors

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This study investigated the influence of white vs. 12 background and overlay colors on the reading process in twenty-four school-age children. Previous research reported that colors could affect reading skills as an important factor in the emotional and physiological state of the body. The aim of the study was to assess developmental differences between second and third grade students of an elementary school, and to evaluate differences in electroencephalography (EEG), ocular, electrodermal activities (EDA) and heart rate variability (HRV). Our findings showed a decreasing trend with age regarding EEG power bands (Alpha, Beta, Delta, Theta) and lower scores of reading duration and eye-tracking measures in younger children compared to older children. As shown in the results, HRV parameters showed higher scores in 12 background and overlay colors among second than third grade students, which is linearly correlated to the level of stress and is readable from EDA measures as well. Our study showed the calming effect on second graders of turquoise and blue background colors. Considering other colors separately for each parameter, we assumed that there are no systematic differences in reading duration, EEG power band, eye-tracking and EDA measures.

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A case of severe dyslexia with aphasic-like symptoms

Cited by 12 publications

References 0 publications

Colors, colored overlays, and reading skills

Colors, colored overlays, and reading skills

Visual‐perceptual difficulties and the impact on children's learning: are teachers missing the page?

The Sensor Hub for Detecting the Developmental Characteristics in Reading in Children on a White vs. Colored Background/Colored Overlays

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