An Appraisal of the Irlen Technique of Correcting Reading Disorders Using Tinted Overlays and Tinted Lenses

Solan, Harold A.

doi:10.1177/002221949002301009

Cited by 20 publications

(22 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…176 Furthermore, no control group was used, 176,209 and 12 of the 44 subjects reported changes in remedial coaching, degree of assistance, or an alteration in the learning/supportive environment. Hoyt 209 and Solan 211 noted that the study authors stated that the participants had undergone optometric or ophthalmic examination within the year but did not provide the results. Because of the many weaknesses in this study, the conclusion is not valid.…”

Section: Colored Lenses and Overlaysmentioning

confidence: 98%

“…These 3 studies were then reviewed in the journal by Parker, 176 Solan, 211 and Hoyt. 209 In their reviews of these 3 Irlenfilter studies, Parker, Solan, and Hoyt noted serious methodologic flaws.…”

Section: Colored Lenses and Overlaysmentioning

confidence: 99%

“…209 The finding of regression may have been attributable to the unreliability or variability of the reading assessments. Solan noted that the improvement in reading was equivocal 211 and that the use of gradeequivalent scores was misleading. 176, 211 Solan also noted that there was no optometric pretesting.…”

Section: Colored Lenses and Overlaysmentioning

confidence: 99%

“…Solan noted that the improvement in reading was equivocal 211 and that the use of gradeequivalent scores was misleading. 176, 211 Solan also noted that there was no optometric pretesting. 211 Most importantly, this study was highly flawed, because the children underwent biased selection.…”

Section: Colored Lenses and Overlaysmentioning

confidence: 99%

See 3 more Smart Citations

Learning Disabilities, Dyslexia, and Vision

Handler¹,

Fierson²

2011

Pediatrics

157

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: 98%

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

157

View full text Add to dashboard Cite

show abstract

“…found a significant difference in the rate of reading in the group using a colored overlay compared to a control group. It should be noted that research supporting the effectiveness of colored filters in individuals with reading difficulties has been questioned due to design flaws (Handler and Fierson 2011;Ritchie et al 2011;Solan 1990). Although the use of colored overlays is largely controversial, they continue to be commonly used by educators and parents to treat reading difficulties (Helveston 1990) and are purported to be effective in alleviating the symptoms of dyslexia (Kriss and Evans 2005).…”

Section: Introductionmentioning

confidence: 99%

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