Resources

Resources (2)

Children categories

RESEARCH ARTICLES

RESEARCH ARTICLES (0)

REVIEW OF RESEARCH ON THE USE OF COLOURED LENSES

While much of the early literature was unpublished and of poor scientific design, there are now numerous controlled studies which have reported positive results for the use of coloured lenses. These studies have all been reported in peer reviewed journals, using reviewers with expertise in this field, who are unlikely to recommend the publication of studies which are methodologically unsound. I have listed these studies below, with their full references attached. The largest number of controlled studies report improvement in reading when using coloured plastic overlays, coloured computer monitors, and one study which illuminates text with coloured light (Bouldoukian, Wilkins, & Evans, 2002; Chase, Ashourzadeh, Kelly, Monfette, & Kinsey, 2003; Croyle, 1998; Evans & Joseph, 2002; Jeanes, Busby, Martin, Lewis, Stevenson, Pointon et al., 1997; Kriss & Evans, 2005; Noble, Orton, Irlen, & Robinson, 2004; Northway, 2003; Ray, Fowler, & Stein, 2005; Scott, McWhinnie, Taylor, Stevenson, Irons, & Lewis, 2002; Singleton & Trotter, 2005; Solan, Brannan, Ficarra, & Byrne, 1997; Solan, Ficarra, Brannan, & Rucker, 1998; Tyrrell, Holland, Dennis, & Wilkins, 1995; Wilkins, Jeanes, Pumfrey, & Laskier, 1996; Wilkins & Lewis, 1999; Wilkins, Lewis, Smith, Rowland, & Tweedie, 2001; Williams, Le Cluyse, & Littell, 1996). There are also numerous studies which report improvements in eye strain, headaches and reading when using coloured lenses (Chronicle & Wilkins, 1991; Evans, Patel, & Wilkins, 2002; Good, Taylor, & Mortimer, 1991; Harris & MacRow-Hill, 1999; Lightstone, Lightstone, &  Wilkins, 1999; Robinson & Conway, 2000; Robinson & Foreman, 1999; Wilkins, 1993; Wilkins, Patel, Adjamian, & Evans, 2002). In particular, the paper by Chase et al. (2003), describes a series of four studies which found that the accuracy of oral reading was poorer when using red filters in comparison to blue and green filters. These results were used to support physiological evidence that red light suppresses functioning of the Magnocellular visual neural pathway, with reading being better when longer wavelengths of light (red) are removed from the light source by the use of blue filters. A number of these studies have used placebo controls (Bouldoukian et al., 2002; Evans & Joseph, 2002; Jeanes et al., 1997; Ray et al., 2005; Robinson & Foreman, 1999; Wilkins, Evans, Brown, Busby, Wingfield, Jeanes, & Bald, 1994; Wilkins & Lewis, 1999; Wilkins et al., 2002). Such placebo studies are possible because the effects of coloured filters can be assessed without subjects being aware of the precise chromacity of the colour which provides optimal results for them(Wilkins, Huang, & Cao, 2004). In addition, people who respond to the use of colour are also likely to have abnormalities in accommodation (Simmers, Gray, & Wilkins, 2001), significant changes in visual evoked potentials when using coloured filters (Huang, Cooper, Satana, Kaufman, & Cao, 2003; Riddell, Wilkins, Zemori, Gordon, & Hainline, 1998) as well as differences in biochemical profiles (Robinson, Roberts, McGregor, Dunstan, & Butt, 2001; Sparkes, Robinson, Dunstan, & Roberts, 2003; Sparkes, Robinson, Roberts, & Dunstan, 2006), all of which could not be attributed to placebo effects.

REFERENCES

Bouldoukian, J., Wilkins, A. J., & Evans, B. J. W. (2002). Randomised controlled trial of the effect of coloured overlays on the rate of reading of people with specific learning difficulties. Ophthalmic and Physiological Optics, 22, 55-60. Chase, C., Ashourzadeh, A., Kelly, C., Monfette, S., & Kinsey, K. (2003). Can the magnocellular pathway read? Evidence from studies of colour. Vision Research, 43, 1211-1222. Chronicle, E. P. & Wilkins, A. J. (1991). Colour and visual discomfort in migraineurs. The Lancet, 338, 890. Croyle, L. (1998). Rate of reading, visual processing, colour and contrast. Australian Journal of Learning Disabilities, 3(3), 13-20. Evans, B. J. W., & Joseph, F. (2002). The effect of coloured filters on the rate of reading in an adult study population. Ophthalmic and Physiological Optics, 22, 525-535. Evans, B. J. W., Patel, R., & Wilkins A. J. (2002). Optometric function in visually sensitive migraine before and after treatment with tinted spectacles. Ophthalmological and Physiological Optics, 22, 130-142. Good, P. A., Taylor, R. H., & Mortimer, M. J. (1991). The use of tinted glasses in childhood migraine. Headache, September, 533-536. Harris, D. & MacRow-Hill (1999). Application of Chroma-Gen haloscopic lenses to patients with dyslexia: A double-masked placebo-controlled trial. Journal of the Optometric Association, 70(1), 629-640. Huang, J., Cooper, T. G., Satana, D. Kaufman, D. L., & Cao, Y. (2003). Visual distortion provoked by a stimulus in migraine associated with hyperneural activity. Headache, 43, 664-671. Jeanes, R., Busby, A., Martin, J., Lewis, E., Stevenson, N., Pointon, D., & Wilkins, A. (1997). Prolonged use of coloured overlays for classroom reading. British Journal of Psychology, 88, 531-548. Kriss, I., & Evans,  B. J. W. (2005). The relationship between dyslexia and Meares-Irlen Syndrome. Journal of Research in Reading, 28(3), 350-364. Kyd, L. J. C., Sutherland, G. F. M., & McGettrick, P. M. (1992). A preliminary appraisal of the Irlen screening process for scotopic sensitivity syndrome and the effect of Irlen coloured overlays on reading. The British Orthoptic Journal, 49, 24-30. Lightstone, A., Lightstone, T., & Wilkins, A. J. (1999). Both coloured overlays and coloured lenses can improve reading fluency, but their optimal chromacities differ. Ophthalmological and Physiological Optics, 19(4), 279-285. Noble, J., Orton, M., Irlen, S., & Robinson, G. L. (2004). A field study of the use of coloured overlays on reading achievement. Australian Journal of Learning Disabilities, 9(2), 14-26. Northway, N. (2003). Predicting the continued use of overlays in school children: A comparison of the Development Eye Movement test and the Rate of Reading test. Ophthalmic and Physiological Optics, 23(5), 457-463. Ray, N. J., Fowler, S., & Stein, J. F. (2005). Yellow filters can improve magnocellular function: Motion sensitivity, convergence, accommodation and reading. Annals of the New York Academy of Sciences, 1039, 283-293. Riddell, P. M., Wilkins, A. J., Zemori, V., Gordon, J., & Hainline, J. (1998). The effects of coloured lenses on visual evoked response in photophobic children. Investigative Ophthalmology & Visual Science (Abstract), 39 (Suppl.), pp. 181. Robinson, G. L.,  & Conway, R. N. F. (1994). Irlen filters and reading strategies: Effects of coloured filters on reading achievement, specific reading strategies and perception of ability. Perceptual & Motor Skills, 79, 467-483. Robinson, G. L., & Conway, R. N. F. (2000). Irlen lenses and adults: A small scale study of reading speed, accuracy, comprehension and self-image. Australian Journal of Learning Disabilities, 5(1), 4-13. Robinson, G. L., & Foreman, P. J. (1999). Scotopic Sensitivity/Irlen Syndrome and the use of coloured filters: A long-term placebo controlled and masked study of reading achievement and perception of ability. Perceptual and Motor Skills, 89, 83-113. Robinson, G. L., McGregor, N. R., Roberts, T. K., Dunstan, R. H., & Butt, H. (2001). A biochemical analysis of people with chronic fatigue who have Irlen Syndrome: Speculation concerning immune system dysfunction. Perceptual and Motor Skills, 93, 486-504. Scott, L., McWhinnie, H., Taylor, L., Stevenson, N., Irons, P., Lewis, E., Evans, B., & Wilkins, A. (2002). Coloured overlays in schools: Orthoptic and optometric findings. Ophthalmological and Physiological Optics, 22, 156-165. Simmers, A. J., Gray, L. S., & Wilkins, A. J. (2001). The influence of tinted lenses upon ocular accommodation. Vision Research, 41, 1229-1238. Singleton, C., & Trotter, S. (2005). Visual stress in adults with and without dyslexia. Journal of Research in Reading, 28(3), 365-379. Solan, H. A., Brannan, J. R., Ficarra, A., & Byrne, R. (1997). Transient and sustained processing: Effects of varying luminance and wavelength on reading comprehension. Journal of the American Optometric Association, 68(8), 502-510. Solan, H. A., Ficarra, A., Brannan, J. R., & Rucker, F. (1998). Eye movement effiency in normal and reading disabled elementary school children: Effects of varying luminance and wavelength. Journal of the American Optometric Association, 69(7), 455-464. Sparkes, D. L., Robinson, G. L., Dunstan, H., & Roberts, T. K. (2003). Plasma cholesterol levels and Irlen Syndrome: Preliminary study of 10- to 17-year-old students. Perceptual and Motor Skills, 97, 743-758. Sparkes, D. L., Robinson, G. L., Roberts, T. K., & Dunstan, H. (2006). General health and associated biochemistry in a visual-perceptual subtype of dyslexia. In F. Columbus (Ed.), Learning Disabilities: New Research. NY: Nova Science Publications. Tyrrell, R., Holland, K., Dennis, D., & Wilkins, A. (1995). Coloured overlays, visual discomfort, visual search and classroom reading. Research in Reading, 18, 10-23. Wilkins, A. J. (1993). Reading and visual discomfort. In D. M. Willows, R. S. Kruk, & E. Corcos (Eds.), Visual processes in reading and reading disabilities. Hillsdale, NJ: Lawrence Erlbaum. Wilkins, A. J., Evans, B. J. W., Brown, J. A., Busby, A. E., Wingfield, A. E., Jeanes, R. J., &  Bald, J. (1994). Double-masked placebo-controlled trial of precision spectral filters in children who use coloured overlays. Ophthalmological and Physiological Optics, 14, 365-370. Wilkins, A. J., Jeanes, R. J., Pumfrey, P. D., & Laskier, M. (1996). Rate of reading test: Its reliability and its validity in the assessment of the effects of coloured overlays. Ophthalmic and Physiological Optics, 16, 365-370. Wilkins, A. J. & Lewis, E. (1999). Coloured overlays, text and texture. Perception, 28, 641-650. Wilkins, A. J., Lewis, E., Smith, F., Rowland, F., & Tweedie, W. (2001). Coloured overlays and their benefits for reading. Journal of Research in Reading, 24(1), 41-64. Wilkins, A. J., Patel, R., Adjamian, P., & Evans, B. J. W. (2002). Tinted spectacles and visually-sensitive migraine. Cephalagia, 22, 711-719. Williams, M. C., Le Cluyse, K., & Littell, R. (1996). A wavelength specific intervention for reading disability. In R. P. Garzia & R. London (Eds.), Vision and Reading. St Louis: Mosby.

Compiled by the late Dr Greg Robinson

Research Fellow Irlen Institute

View items...
Friday, 20 May 2016 17:35

RESEARCH ARTICLES

Written by

REVIEW OF RESEARCH ON THE USE OF COLOURED LENSES

While much of the early literature was unpublished and of poor scientific design, there are now numerous controlled studies which have reported positive results for the use of coloured lenses. These studies have all been reported in peer reviewed journals, using reviewers with expertise in this field, who are unlikely to recommend the publication of studies which are methodologically unsound. I have listed these studies below, with their full references attached. The largest number of controlled studies report improvement in reading when using coloured plastic overlays, coloured computer monitors, and one study which illuminates text with coloured light (Bouldoukian, Wilkins, & Evans, 2002; Chase, Ashourzadeh, Kelly, Monfette, & Kinsey, 2003; Croyle, 1998; Evans & Joseph, 2002; Jeanes, Busby, Martin, Lewis, Stevenson, Pointon et al., 1997; Kriss & Evans, 2005; Noble, Orton, Irlen, & Robinson, 2004; Northway, 2003; Ray, Fowler, & Stein, 2005; Scott, McWhinnie, Taylor, Stevenson, Irons, & Lewis, 2002; Singleton & Trotter, 2005; Solan, Brannan, Ficarra, & Byrne, 1997; Solan, Ficarra, Brannan, & Rucker, 1998; Tyrrell, Holland, Dennis, & Wilkins, 1995; Wilkins, Jeanes, Pumfrey, & Laskier, 1996; Wilkins & Lewis, 1999; Wilkins, Lewis, Smith, Rowland, & Tweedie, 2001; Williams, Le Cluyse, & Littell, 1996). There are also numerous studies which report improvements in eye strain, headaches and reading when using coloured lenses (Chronicle & Wilkins, 1991; Evans, Patel, & Wilkins, 2002; Good, Taylor, & Mortimer, 1991; Harris & MacRow-Hill, 1999; Lightstone, Lightstone, &  Wilkins, 1999; Robinson & Conway, 2000; Robinson & Foreman, 1999; Wilkins, 1993; Wilkins, Patel, Adjamian, & Evans, 2002). In particular, the paper by Chase et al. (2003), describes a series of four studies which found that the accuracy of oral reading was poorer when using red filters in comparison to blue and green filters. These results were used to support physiological evidence that red light suppresses functioning of the Magnocellular visual neural pathway, with reading being better when longer wavelengths of light (red) are removed from the light source by the use of blue filters. A number of these studies have used placebo controls (Bouldoukian et al., 2002; Evans & Joseph, 2002; Jeanes et al., 1997; Ray et al., 2005; Robinson & Foreman, 1999; Wilkins, Evans, Brown, Busby, Wingfield, Jeanes, & Bald, 1994; Wilkins & Lewis, 1999; Wilkins et al., 2002). Such placebo studies are possible because the effects of coloured filters can be assessed without subjects being aware of the precise chromacity of the colour which provides optimal results for them(Wilkins, Huang, & Cao, 2004). In addition, people who respond to the use of colour are also likely to have abnormalities in accommodation (Simmers, Gray, & Wilkins, 2001), significant changes in visual evoked potentials when using coloured filters (Huang, Cooper, Satana, Kaufman, & Cao, 2003; Riddell, Wilkins, Zemori, Gordon, & Hainline, 1998) as well as differences in biochemical profiles (Robinson, Roberts, McGregor, Dunstan, & Butt, 2001; Sparkes, Robinson, Dunstan, & Roberts, 2003; Sparkes, Robinson, Roberts, & Dunstan, 2006), all of which could not be attributed to placebo effects.

 

REFERENCES

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

Chase, C., Ashourzadeh, A., Kelly, C., Monfette, S., & Kinsey, K. (2003). Can the magnocellular pathway read? Evidence from studies of colour. Vision Research, 43, 1211-1222. Chronicle, E. P. & Wilkins, A. J. (1991).

Colour and visual discomfort in migraineurs. The Lancet, 338, 890.

Croyle, L. (1998). Rate of reading, visual processing, colour and contrast. Australian Journal of Learning Disabilities, 3(3), 13-20

Evans, B. J. W., & Joseph, F. (2002). The effect of coloured filters on the rate of reading in an adult study population. Ophthalmic and Physiological Optics, 22, 525-535.

Evans, B. J. W., Patel, R., & Wilkins A. J. (2002). Optometric function in visually sensitive migraine before and after treatment with tinted spectacles. Ophthalmological and Physiological Optics, 22, 130-142.

Good, P. A., Taylor, R. H., & Mortimer, M. J. (1991). The use of tinted glasses in childhood migraine. Headache, September, 533-536.

Harris, D. & MacRow-Hill (1999). Application of Chroma-Gen haloscopic lenses to patients with dyslexia: A double-masked placebo-controlled trial. Journal of the Optometric Association, 70(1), 629-640.

Huang, J., Cooper, T. G., Satana, D. Kaufman, D. L., & Cao, Y. (2003). Visual distortion provoked by a stimulus in migraine associated with hyperneural activity. Headache, 43, 664-671.

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

Kriss, I., & Evans,  B. J. W. (2005). The relationship between dyslexia and Meares-Irlen Syndrome. Journal of Research in Reading, 28(3), 350-364.

Kyd, L. J. C., Sutherland, G. F. M., & McGettrick, P. M. (1992). A preliminary appraisal of the Irlen screening process for scotopic sensitivity syndrome and the effect of Irlen coloured overlays on reading. The British Orthoptic Journal, 49, 24-30.

Lightstone, A., Lightstone, T., & Wilkins, A. J. (1999). Both coloured overlays and coloured lenses can improve reading fluency, but their optimal chromacities differ. Ophthalmological and Physiological Optics, 19(4), 279-285.

Noble, J., Orton, M., Irlen, S., & Robinson, G. L. (2004). A field study of the use of coloured overlays on reading achievement. Australian Journal of Learning Disabilities, 9(2), 14-26.

Northway, N. (2003). Predicting the continued use of overlays in school children: A comparison of the Development Eye Movement test and the Rate of Reading test. Ophthalmic and Physiological Optics, 23(5), 457-463.

Ray, N. J., Fowler, S., & Stein, J. F. (2005). Yellow filters can improve magnocellular function: Motion sensitivity, convergence, accommodation and reading. Annals of the New York Academy of Sciences, 1039, 283-293.

Riddell, P. M., Wilkins, A. J., Zemori, V., Gordon, J., & Hainline, J. (1998). The effects of coloured lenses on visual evoked response in photophobic children. Investigative Ophthalmology & Visual Science (Abstract), 39 (Suppl.), pp. 181.

Robinson, G. L.,  & Conway, R. N. F. (1994). Irlen filters and reading strategies: Effects of coloured filters on reading achievement, specific reading strategies and perception of ability. Perceptual & Motor Skills, 79, 467-483.

Robinson, G. L., & Conway, R. N. F. (2000). Irlen lenses and adults: A small scale study of reading speed, accuracy, comprehension and self-image. Australian Journal of Learning Disabilities, 5(1), 4-13.

Robinson, G. L., & Foreman, P. J. (1999). Scotopic Sensitivity/Irlen Syndrome and the use of coloured filters: A long-term placebo controlled and masked study of reading achievement and perception of ability. Perceptual and Motor Skills, 89, 83-113.

Robinson, G. L., McGregor, N. R., Roberts, T. K., Dunstan, R. H., & Butt, H. (2001). A biochemical analysis of people with chronic fatigue who have Irlen Syndrome: Speculation concerning immune system dysfunction. Perceptual and Motor Skills, 93, 486-504.

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

Simmers, A. J., Gray, L. S., & Wilkins, A. J. (2001). The influence of tinted lenses upon ocular accommodation. Vision Research, 41, 1229-1238.

Singleton, C., & Trotter, S. (2005). Visual stress in adults with and without dyslexia. Journal of Research in Reading, 28(3), 365-379.

Solan, H. A., Brannan, J. R., Ficarra, A., & Byrne, R. (1997). Transient and sustained processing: Effects of varying luminance and wavelength on reading comprehension. Journal of the American Optometric Association, 68(8), 502-510.

Solan, H. A., Ficarra, A., Brannan, J. R., & Rucker, F. (1998). Eye movement effiency in normal and reading disabled elementary school children: Effects of varying luminance and wavelength. Journal of the American Optometric Association, 69(7), 455-464.

Sparkes, D. L., Robinson, G. L., Dunstan, H., & Roberts, T. K. (2003). Plasma cholesterol levels and Irlen Syndrome: Preliminary study of 10- to 17-year-old students. Perceptual and Motor Skills, 97, 743-758.

Sparkes, D. L., Robinson, G. L., Roberts, T. K., & Dunstan, H. (2006). General health and associated biochemistry in a visual-perceptual subtype of dyslexia. In F. Columbus (Ed.), Learning Disabilities: New Research. NY: Nova Science Publications.

Tyrrell, R., Holland, K., Dennis, D., & Wilkins, A. (1995). Coloured overlays, visual discomfort, visual search and classroom reading. Research in Reading, 18, 10-23.

Wilkins, A. J. (1993). Reading and visual discomfort. In D. M. Willows, R. S. Kruk, & E. Corcos (Eds.), Visual processes in reading and reading disabilities. Hillsdale, NJ: Lawrence Erlbaum.

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

Wilkins, A. J., Jeanes, R. J., Pumfrey, P. D., & Laskier, M. (1996). Rate of reading test: Its reliability and its validity in the assessment of the effects of coloured overlays. Ophthalmic and Physiological Optics, 16, 365-370.

Wilkins, A. J. & Lewis, E. (1999). Coloured overlays, text and texture. Perception, 28, 641-650.

Wilkins, A. J., Lewis, E., Smith, F., Rowland, F., & Tweedie, W. (2001). Coloured overlays and their benefits for reading. Journal of Research in Reading, 24(1), 41-64.

Wilkins, A. J., Patel, R., Adjamian, P., & Evans, B. J. W. (2002). Tinted spectacles and visually-sensitive migraine. Cephalagia, 22, 711-719.

Williams, M. C., Le Cluyse, K., & Littell, R. (1996). A wavelength specific intervention for reading disability. In R. P. Garzia & R. London (Eds.), Vision and Reading. St Louis: Mosby.

Compiled by the late Dr Greg Robinson. Associate Professor Special Education

The University of Newcastle NSW Australia

 

MORE RECENT ARTICLES

  1. A Functional neuroimaging case study of Meares-Irlen syndrome/visual stress (MISViS). Chouinard BD, Zhou CI, Hrybouski S, Kim ES, Cummine J.

            Brain Topogr. 2012 Jul;25(3):293-307.

            http://www.ncbi.nlm.nih.gov/pubmed/22124535

  1. Screening for dyslexia, dyspraxia and Meares-Irlen syndrome in higher education. Nichols SA, McLeod JS, Holder RL, McLeod HS

    Dyslexia 2009 Feb;15(1):42-60.

    http://www.ncbi.nlm.nih.gov/pubmed/19089876

  2. Meares-Irlen syndrome – a need for increasing awareness in the general public. Kapoor S.

    Ophthalmic Physiol Opt. 2008 May;28(3):291

    http://www.ncbi.nlm.nih.gov/pubmed/18426430

  3. The effect of coloured filters on the rate of reading in an adult student population. Evans BJ, Joseph F.

            Ophthalmic Physiol Opt. 2002 Nov;22(6):535-45

            http://www.ncbi.nlm.nih.gov/pubmed/12477018

  1. A preliminary investigation into the aetiology of Meares-Irlen syndrome.

    Evans BJ, Wilkins AJ, Brown J, Busby A, Wingfield A, Jeanes R, Bald J.

            Ophthalmic Physiol Opt 1996 Jul;16(4): 286-96

            http://www.ncbi.nlm.nih.gov/pubmed/8796197

  1. Visual Perceptual Difficulties and the impact on children’s learning: Are teachers missing the page? Christopher Boyle, Divya Jindal-Snape

    British Journal of Support for Learning 2012 27(4) 166-171

    http://onlinelibrary.wiley.com/doi/10.1111/1467-9604.12001/abstract

  2. Colors, colored overlays, and reading skills. Arcangelo Uccula, Mauro Enna, Claudio Mulatti

    Front Psychol. 2014; 5:833

    http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4114255/

  3. A comparison of two-coloured filter systems for treating visual rading difficulties. Roger Hall, Micola Ray, Priscilla Harries, John Stein

    Disabil Rehabil 2013 Dec; 35(26): 2221-2226

    http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3862071/

  4. The Educational Challenge of Irlen Syndrome Siegfried Othmer, PhD

    EEG Info Newsletter – Articles and Discussion on Neurofeedback and Biofeedback

    http://news.eeginfo.com/the-educational-challenge-of-irlen-syndrome/

  5. Treating reading difficulties with colour. Lisa M Henderson, Robert H Taylor, Brendan Barrett, Philip G Griffiths.

    BMJ 2014; 349:g5160

    http://www.bmj.com/content/349/bmj.g5160

  6. Coloured Filters Enhance the Visual Perception of Social Cues in Children with Autism Spectrum Disorders. Amanda K Ludlow, Elaine Taylor-Whiffen, Arnold J Wilkins.

            ISRN Neurol. 2012; 2012:298098

http://www.hindawi.com/journals/isrn/2012/298098/

  1. A placebo-controlled trial of tinted lenses in adolescents with good and poor academic performance: reading accuracy and speed. Genis Cardona, Rosa Boras, Elvira Peris, Marina Castane.

    J Optom. 2010;3(2):94-101

    http://www.sciencedirect.com/science?_ob=ArticleListURL&_method=list&_ArticleListID=-937296512&_sort=r&_st=13&view=c&md5=750511b51500714a4e9f0073cfbe67dc&searchtype=a

  2. Specific Visual Symptoms and Signs of Meares-Irlen Syndrome in Korean

    Minwook Chang, Seung-Hyun Kim, Joo-Young Kim, Yoonae A Cho

    Korean J Ophthalmol 2014; 28(2): 159-163

    http://synapse.koreamed.org/DOIx.php?id=10.3341/kjo.2014.28.2.159

  3. Functional Magnetic Resonance Imaging Findings in Meares-Irlen Syndrome: A Pilot Study. Ji Hyun Kim, Hye-Jin Seo, Suk-Gyu Ha, Seung-Hyun Kim

            Korean J Ophthalmol 2015; 29(2): 121-125

            http://synapse.koreamed.org/DOIx.php?id=10.3341/kjo.2015.29.2.121

  1. Using coloured filters to reduce the symptoms of visual stress in children with reading delay. Harries P, Hall R, Ray N, Stein J.

    Scand J Occup Ther 2015 Mar;22(2): 153-60

    http://www.ncbi.nlm.nih.gov/pubmed/25581284

  2. Levels of visual stress in Proficient Readers: Effects of Spectral Filtering of Fluorescent Lighting on Reading Discomfort.   Loew SJ, Rodriguez C, Marsh NV, Jones GL, Munez JC, Watson K.

    Span J Psychol 2015 Aug 10; 18:E58

            http://www.ncbi.nlm.nih.gov/pubmed/26255657

  1. A Prospective Genetic Marker of the visual-perception disorder Meares-Irlen syndrome. Loew SJ, Watson K.

    Percept Mot Skills. 2012 Jun;114(3): 870-82

            http://www.ncbi.nlm.nih.gov/pubmed/22913027

       1.  A girl with dyslexia suspected to have Irlen syndrome, completely relieved by wearing tinted lenses.

            No To Hattatsu. 2015 Nov;47(6):445-8

          https://www.ncbi.nlm.nih.gov/pubmed/26717646

 

 

 

 

 

 

 

 

 

 

 

 

 

Tuesday, 20 January 2015 13:54

Book for Parents

Written by

Can I Help My Child Learn?

Have you ever felt frustrated when trying to help your children understand their schoolwork? When homework has to be done and their children don't know how to do it, many parents feel upset because they cannot help them. This often leads to tears, tantrums, anger and frustration and it becomes a self-defeating exercise and a totally negative experience for both children and parents.

THEN THIS BOOK IS FOR YOU!

A Parent Guide Written In Plain English

This book has been written especially for parents who want to help their children learn. It contains specific proven strategies that I have used to help children who have had problems understanding basic english and mathematical concepts.

I have also included helpful hints for the parents so that they can understand why their child may be having problems. It is important for parents to understand how their child is feeling and how they feel when they are trying their best, but still not being able to "get it".

The book is written in an easy-to-read style without the use of educational jargon so that parents who may also have struggled at school can understand how to explain things to their children

If you would like to see more about this book go to:

www.canihelpmychildlearn.com 

You can purchase this book on my STORE on this site or from other online bookstores.

Purchase-this-book

SEE SAMPLES OF PAGES FROM THE BOOK

PRE-READING:

HINT: We all need to be able to make the correct sound for each letter of the alphabet, before we can start to read successfully. Once we know the individual sounds, we can then learn that particular combinations of letters make particular sounds. Being able to correctly sound out each letter is more important to learning to read than being able to name the letters correctly.

STRATEGY: Point to the individual letters of the alphabet on an alphabet chart, and ask the child to make the sound of that letter. Identify those that they can "get right" and focus on those initially, and then work on those that they may be having difficulty with. This is a similar process described above for learning the names of the letters. You can reinforce this by finding particular letters in words in a children's book and
1) asking them to make the sound of the letter you are pointing at and/or
2) you make a letter sound, and ask them to find that letter in any words on a selected page of print from a children's book.

SPELLING:

There seems to be a common perception that if a child can read, they should also be able to spell. This is not the case. Reading and spelling are totally different skills.

When we are reading, our brains are looking for letter patterns in the text, which then allows us to work out what the words are. Reading involves recognition.

When we are spelling, we are copying letter patterns from our brain, which then allows us to correctly spell the word. Spelling involves visual memory and listening skills.

Purchase-this-book

READ EDITORIAL COMMENTS ABOUT THE BOOK

Countless parents have experienced the frustration of feeling helpless when it comes to helping their child learn. I believe that many parents will relate to the fact that some children are labelled as "lazy" or a "daydreamer" and will find hope in the author's assertion that in most cases, the child is trying, but through no fault of their own, encountering difficulties. I love the tips that you offer in each section - these reinforce to the parent that they need to reward their child's efforts, even if they do not get every answer correct. The maths section would also be a great help to parents who sometimes struggle to understand new ways of teaching in this subject.

This book would be a great resource for all parents. It would give them to tools to be able to help their child and the information is easy to understand. Your experience as a teacher shines through in this guide and I believe parents would be very grateful for your advice.

Appraisal from an editor for www.bookpal.com.au


This is an excellent book that parents can use to help their kids acquire literacy and numeracy skills. It is written in a simple factual way so that parents can add value to classroom teaching and help their kids understand their schoolwork.

It is a great instructional book that provides specific examples and strategies that can be used and adapted to assist kids of all ages and even adults with literacy problems. This is an essential reference book for all parents, carers and grandparents.

Book Review from the editor of "Get Ahead Kids" www.getaheadkids.com.au

Purchase-this-book

ABOUT THE AUTHOR

Joan the authorJoan started her working life as an office clerk and after marrying and having two children, she returned to study. She gained her Bachelor of Science degree in Biological Sciences and Psychology and worked as a teacher of Infants and High School students for a number of years.

During that time, she developed a desire to help children who were struggling at school because she could relate to that. Her academic success at school was limited but after returning to study and gaining excellent academic results, she realised that it is never too late to learn and that everyone has the potential to achieve what they want in life if they want it badly enough.

She has carried that philosophy through to her present career where she helps children who are having difficulty learning to read because of a visual perceptual dysfunction called Irlen Syndrome. Her desire to help those children regain their self-esteem and self-confidence resulted in her book "Can I Help My Child Learn?".

The parents of the children who are having difficulties are always keen to learn how they can help their child move forward in their learning. As a result of this, Joan wrote her book with them in mind. Many of those parents will do anything that they can to help their child, but they are not teachers, so lack the knowledge of how to go about helping them. Joan has included many strategies and hints to help the parents understand why their child may be having difficulties understanding particular concepts.

Her greatest satisfaction comes from seeing the smiles on the faces of those children that she has encouraged to understand that they CAN learn!