Colored Overlays 1
Effect of Colored Overlays on Reading Accuracy and Rate
for Learning Disabled Fourth Graders
Rachel Greene Lamb
FDN 5000
July, 2007
Abstract
Numerous media reports and research claims that the use of colored overlays is a “cure” for children who suffer from reading problems, including poor accuracy and reading rate. Much of the previous research promoting the use of the tinted lenses was subjective in nature. This study will attempt to further the research on the use of colored overlays and examine the effect they have on students’ reading rate and accuracy in reading disabled fourth graders at OxfordElementary School.
Introduction
In 1983, Helen Irlen presented a paper at the 91st Annual Convention of the American Psychological Association. She had developed a treat measure for learning disabled and dyslexic readers. Dyslexia is often misinterpreted as writing letters backwards. Though it is simply a term for the lowest end of the learning disabled continuum and represents approximately 2-3 percent of school age children (Morris, 2005). This treatment involved the placement of a tinted overlay on top of the text. This allowed for the eyes to focus on the words (Irlen, 1983). It was later concluded that many people who had been labeled as learning disabled in reading had a visual disorder named Irlen-Meares Syndrome.
Statement of the problem
The purpose of this study is to investigate the effect of colored overlays or tinted lenses on the reading accuracy and rate of fourth grade learning disabled students. Learning disabilities affect one’s ability to process what is read. There is no cure for learning disabilities, but educators and educational researchers spend time and money finding ways to assist them with understanding what has been read.
Review of literature
Working as an educational psychologist in the 1980s. Irlen noticed many readers who complained that reading was tiring and unpleasant despite adequate skills. She called this “scotopic sensitivity syndrome” or SSS. This syndrome is said to be a visual defect which, according to its describer, is, "related to difficulties with light source, glare, luminance, wave length, and black/white contrast" (Irlen, 1983). These difficulties are said by Irlen to lead to reading problems that can be alleviated by the use of colored lenses that are, "not just the random selection of color but individualized color selection based on standardized diagnostic procedures" (Irlen, 1983).
Several moths later, she observed a child reading using a colored overlay who had been diagnosed as having SSS. Thus the beginning of Irlen Overlays and . These lenses are offered to treat a condition called scotopic sensitivity syndrome (Irlen, 1983).
Statement of hypothesis
Students who read using a colored overlay will not read faster or more accurately than students who read without a colored overlay.
Significance of the study
Many “cures” for disabled and dyslexic readers are presented to administrators and educators each year. Unfortunately, many are not research based approaches. At OxfordElementary School, the situation is no different. When taking a struggling student to the school’s student intervention teamfor testing and evaluation for learning disabilities, one of the first interventions suggested is the use of blue overlays or assignments copied blue paper to help the child focus. Unknowing and trusting that only research based methods would be suggested, teacher’s make this seemingly simple accommodation for the student.
Method
Participants
Participants in this study will be students who have been tested for and placed in the Exceptional Children’s program at Oxford Elementary. They may be labeled as Learning Disabled in math or written language, but must be labeled in reading. This means that the student
Instruments
The innovation to be used for this research is a colored plastic overlay, much like a colored overhead transparency. These colored overlays are offered in a variety of colors from various dealers, but blue will be used since it is the color most often suggested by the OxfordElementary School’s intervention team.
Experimental Design
Procedure
Before students begin the use of colored overlays an Informal Reading Inventory (IRI) test will be administered to the students in August. This provides a baseline for the students’ achievement and progress. The areas of reading accuracy and rate will be the focus for this study. Accuracy is the term used for correctness. Reading exactly what is written on the page is reading accurately. Rate is simply the speed with which the child read. Usually rate is measured in words per minute (wpm), such will be the case in this study. Each will be scored and saved for comparison to the post-test IRI given in January and May.
References
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Hoyt, C. S. (1990) Irlen lenses and reading difficulties. Journal of learning disabilities.23 (10), 624-626
Irlen, H. (1983). Successful Treatment of Learning Disabilities. Paper presented at the Annual Convention of the American Psychological Association. Anaheim, California.
Kavale, K., Mostert, M., (2004). The positive side of special education: Minimizing its fads, fancies, and follies. Latham, MA: Scarecrow Education.
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Morris, D., Slavin, R. (2002) Every child reading. Allyn & Bacon
Northway, N. (2001). Predicting the continued use of overlaysin school children – a comparison of theDevelopmental Eye Movement test and theRate of Reading test. Ophthalmologic Physiology. 23, 457-464.
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Solon, H., (2001). An appraisal of the irlen technique of correcting reading disorders using tinted overlays and tinted lenses. Journal of learning disabilities.23(10), 621-626.
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