from Helen Irlen

Changing the Environment

People with Irlen Syndrome perceive and interpret their world differently, whether while reading or observing their environment. It is as if they are wired differently. Because they have no other point of reference, most children with this problem are unaware that they have it! As a result, they don’t discuss it with their parents or teachers. In addition, they may take it for granted that they have associated physical symptoms. They think it is normal to get tired or have a headache or stomachache when reading or sitting under bright or fluorescent lights. They suffer in silence, wishing they could perform better and please the adults in their life. 

Most individuals do not have Irlen Syndrome and, therefore, are not bothered by fluorescent lights, textbooks printed on glossy white paper, white boards, and overheads. But for individuals with Irlen Syndrome, the classroom is a very stressful environment.  Many other environ-ments, such as the workplace, restaurants, shopping malls and supermarkets, are equally stressful for those with Irlen Syndrome.  There are several ways that you can remove these stressors from your environment.

In the classroom:

• Use Irlen colored overlays over reading material.

• Copy tests, handouts, and assignments on colored paper or recycled paper.

• Do written work on colored notebook paper.

• Place reading material on angle or use a bookstand to reduce glare.

• Allow students to sit near a window or indirect lighting.

• Modify/reduce the lighting.  Remove or turn off sections of lights.

• Let students wear a hat with a brim.

• Allow students to use a finger or marker.

• Use graph paper for math.

• Write in columns on the board.

• Use gray or brown erase boards and avoid white boards.

• Use a colored overlay on the overhead projector.

• Xerox tests on colored paper.

At home:

• Let your child work in a dimly lit room.

• Allow the child to do work near a window or indirect natural lighting.

• Have the child wear a hat when outside or in articless.

• Change the background color of the computer screen.

• Use Irlen colored overlays for reading and the same colored paper for assignments.

• Let the child watch TV in a dimly lit room.

• Avoid using bright colors, stripes, and patterns on the walls, floors, or furniture

RESEARCH SUPPORTS THE USE OF COLOR

 Dr. Greg Robinson

Professor of Special Education at the University of Newcastle, Australia

Research has been able to substantiate a deficit in the brain’s ability to process visual information and its association to reading disabilities.  Twenty years of educational, medical, and academic research has generated a wealth of support for the success of color in treating these perceptual difficulties associated with Irlen Syndrome.  It is important to separate vision and perception since Irlen Syndrome is unrelated to visual skills assessed by an optometric exam (Evans, Busby, Wilkins & Jeanes, 1995).  A comprehensive review of this research is not possible to present in the limited space allotted in this article; however, readers are encouraged to refer to the review of research article by Robinson (1994).  The research can be grouped into several categories:

• Those describing and characterizing Irlen Syndrome and its associated symptoms (e.g., Irlen, 1983, 1991; Robinson, 1994; Whiting, 1985).

• The substantial body of research documenting the positive effect on reading speed, accuracy, and comprehension with Irlen Colored Filters.(e.g., Croyle, 1998; Evans, Patel, Wilkins, Lightstone, Eperjesi, Speedwell et al., 1999; Harris & MacRow-Hill, 1999; Irvine & Irvine, 1997; Lightstone, Lightstone & Wilkins, 1999; Robinson & Conway, 2005; Robinson & Foreman, 1999a; Solan, Ficarra, Brannan & Rucker, 1998; Wilkins & Lewis, 1999; Wilkins, Lewis, Smith & Rowland, 2001; Jeanes, Busby, Martin, Lewis, Stevenson, Pointon & Wilkins, 1997; Robinson & Foreman, 1999b).

• There have been many positive surveys of Irlen Filters, with users reporting improvements in 82% to 93% of cases for reading, handwriting, spelling, eye strain, school performance, and self-image.  These improvements were reported over one month to six years of use (Irlen & Robinson, 1996; Whiting, Robinson & Parrot, 1994). The colored filters improve clarity and stability of print so that effort is not focused on perception and can be directed to comprehension.  Even though the research has established that certain reading skills, such as reading fluency and comprehension, will not improve with instruction and practice unless print distortions are eliminated, it should be emphasized that Irlen Colored Filters are unlikely to lead to the development of reading skills which will need to be taught by reading instruction.

• One study assessed 38 children with Irlen Syndrome and found that they had difficulty in recognition of faces and emotions while their normal peers and those with learning disabilities did not, but that these skills improved with Irlen Filters.  Irlen Filters may help in the development and maintenance of good social relationships (Robinson and Whiting, 2001). 

• In addition to the effects on reading, there has been research investigating the use of the Irlen Method and colored filters with alternative populations such as individuals with autism (e.g., Farvel, Bourne & Iri, 1999; Waterhouse, 1995) and inmates (e.g., Whichard, Feller & Kastner, 2005).

• Research reports a reduction in eye strain, headaches, and migraines using colored filters (see Chronicle & Wilkins, 1991; Good, Taylor & Mortimer, 1991; Whiting, Robinson & Parrot, 1994), a reduction in light-sensitive epilepsy (Wilkins, Baker, Amin, Smith, Bradford, Zaiwalla et al., 1999), improvement in school performance and self-image use (Irlen & Robinson, 1996; Whiting, Robinson & Parrot, 1994), and improvements in accommodation facility and eye movements while reading (Fletcher & Martinez, 1994; Robinson & Foreman, 1999a; Tyrrell, Holland, Dennis, & Wilkins, 1995).

References

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.

Demb, J.M., Boynton, G.M., Best, M., & Heeger, D.J. (1998). Psychophysical evidence for a  magnocellular pathway deficit in dyslexia. Vision Research, 38(11), 1555-1559.

Edwards, V.T., Hogben, J.H., Clark, C.D., & Pratt, C. (1996). Effects of a red background on magnocellular functioning in average and specifically disabled readers. Vision Research, 36(7), 1037-1045.

Evans, B.J.W., Busby, A., Jeanes, R., & Wilkins, A.J. (1995). Optometric correlates in Meares-Irlen syndrome: A matched study. Ophthalmological and Physiological Optics, 15(5), 481-487.

Evans, B.J.W., Patel, R., Wilkins, A.J., Lightstone, A., Eperjesi, F., Speedwell, L., & Duffy, J. (1999). Review of the management of 323 consecutive patients seen in a specific learning difficulties clinic. Ophthalmological and Physiological Optics, 19(6), 454-466.

Farvel, Z., Bourne, H.R., & Iri, T. (1999). The expanding spectrum of G Protein diseases. New England Journal of Medicine, 340, 1014-1018.

Fletcher, J., & Martinez, G. (1994). An eye movement analysis of the effects of scotopic sensitivity correction on parsing and comprehension. Journal of Learning Disabilities, 27, 67-70.

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.

Irvine, J.H., & Irvine, E.W. (1997). Scotopic sensitivity syndrome in a single individual (a case study). Naval Air Warfare Centre, Weapons Division, China Lake, California, April.

Irlen, H. (1983, August). Successful treatment of Learning Disabilities. Paper presented at the 91^st Annual Convention of the American Psychological Association, Anaheim, California.

Irlen, H. (1991). Reading by the colors. New York: Avery.

Irlen, H., & Robinson, G.L. (1996). The effect of Irlen coloured filters on adult perception of workplace performance: A preliminary survey. Australian Journal of Remedial Education, 1, 7-17.

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.

Lewine, J.D., Davis, J.T., Provencal, S., Edgar, J.C., & Orrison, W.W. (in press). A magnetoencephalographic investigation of visual information processing in Irlen’s scotopic sensitivity syndrome. Perception.

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.

Robinson, G.L. (1994). Coloured lenses and reading: A review of research into reading achievement, reading strategies and causal mechanisms. Australasian Journal of Special Education, 18(1), 3-14.

Robinson, G.L., & Conway, R.N.F. (2005). 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. (1999a). The effect of Irlen coloured filters on eye movement. Behavioural Optometry, 7(4), 5-18.

Robinson, G.L., & Foreman, P.J. (1999b). 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.

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

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

Waterhouse, S. (1995). Sensory overload. Special Children, 80, 19-21.

Whichard, J.A., Feller, R.W., & Kastner, R. (2005). The incidence of scotopic sensitivity syndrome in Colorado inmates. Journal of Correctional Education, 51(3), 294-299.

Whiting, P.R., & Robinson, G.L. (2001). Social relations and Irlen Syndrome. Fifth Australian Conference for Perceptual and Learning Development, Christchurch, New Zealand, 29 September – 1 Octber, 2001.

Whiting, P. (1985). How difficult can reading be? New insight into reading problems. Journal of the English Teachers’ Association, 49, 49-55.

Whiting, P., Robinson, G.L., & Parrot, C.F. (1994). Irlen coloured filters for reading:  A six year follow up. Australian Journal of Remedial Education, 26(3), 13-19.

Wilkins, A.J., Baker, A., Amin, D., Smith, S., Bradford, J., Zaiwalla, Z., Besag, F.M., Binnie, C.D., & Fish, D. (1999). Treatment of photosensitive epilepsy using coloured glasses. Seizure, 1-6.

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

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

Williams, M.C. & Lovegrove, W.J. (1992). Sensory and perceptual processing in reading disability. In J. Brannan (Ed.), Application of parallel processing in vision (pp.263-302), Amsterdam: Elsevier Science.

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. 

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