Zentall, S., Grskovic, J., Javorsky, J., & Hall, A. (2000). Effects of noninformational color on the reading test performance of students with and without attentional deficits . Assessment for Effective Intervention , 25 (2), 129–146. https://doi.org/10.1177/073724770002500204

Students read passages under two conditions: black and white, and noninformational color. In the noninformational color condition, the first third of the reading passages were black and white, the middle third of the passages were highlighted in pastel colors, and the final third of the passages were highlighted in bright colors.

Twenty-five (25) students in grades 3, 4, and 5 with attention-related disabilities (n=9) and without (n=16) attention deficits from five elementary schools in the Midwest (U.S.) participated.

Performance scores on the Gray Oral Reading Tests-3rd Edition (GORT-3) were the dependent variable.

Students with attention deficits read as accurately as other students when color was added, read worse in the standard (black-and-white) condition, and improved reading accuracy during the second test administration with color added.