Robinson, G., & Conway, R. (1990). The effects of Irlen colored lenses on students’ specific reading skills and their perception of ability: A 12-month validity study . Journal of Learning Disabilities , 23 (10), 589–596. https://doi.org/10.1177/002221949002301005

Journal Article

Robinson, G., & Conway, R. (1990). The effects of Irlen colored lenses on students’ specific reading skills and their perception of ability: A 12-month validity study. Journal of Learning Disabilities, 23(10), 589–596. https://doi.org/10.1177/002221949002301005

Tags

Color contrast device or software; Elementary; High school; International (non-U.S.); K-12; Middle school; Multiple ages; Reading

Summary

Accommodation

Irlen lenses (colored lenses) were provided to all participants.

Participants

A total of 44 individuals with reading disabilities (33 males, 11 females) between the ages of 9 and 15 years, from the Newcastle region in New South Wales, Australia, participated. All participants reported a blurring/shadowing of print in either central or peripheral recognition, and were identified by the IDPS (Irlen Differential Perceptual Schedule) as having symptoms of scotopic sensitivity (Irlen, 1983).

Dependent Variable

Students were tested on Form A of the Neale Analysis of Reading Ability and were asked to complete the Student's Perception of Ability Scale (SPAS, Boersma & Chapman, 1978).

Findings

Participants demonstrated significant improvements in reading comprehension and reading accuracy, but not in rate of reading, when assessed using the Neale Analysis of Reading Ability at 3-, 6-, and 12-month intervals after lens fitting. Students demonstrated a significant improvement in attitude to school and to basic academic skills.