Abstract
In this article, we are concerned with the role of colors in reading written texts. It has been argued that colored overlays applied above written texts positively influence both reading fluency and reading speed. These effects would be particularly evident for those individuals affected by the so called Meares-Irlen syndrome, i.e., who experience eyestrain and/or visual distortions – e.g., color, shape, or movement illusions – while reading. This condition would interest the 12–14% of the general population and up to the 46% of the dyslexic population. Thus, colored overlays have been largely employed as a remedy for some aspects of the difficulties in reading experienced by dyslexic individuals, as fluency and speed. Despite the wide use of colored overlays, how they exert their effects has not been made clear yet. Also, according to some researchers, the results supporting the efficacy of colored overlays as a tool for helping readers are at least controversial. Furthermore, the very nature of the Meares-Irlen syndrome has been questioned. Here we provide a concise, critical review of the literature.
Highlights
The role of colors in reading has a few decades of history, dating back to 1958, when Jansky (1958) reported the case of a student with a reading deficit who was unable to recognize words printed on a white paper but was able to recognize words printed on a yellow paper
The theoretical debate on the causes of reading difficulties and dyslexia has given a primary role to the “phonological hypothesis” – since the efficiency of the processes of phonological processing is among the best predictors of reading skill acquisition (Wagner and Torgesen, 1987; Snowling et al, 2000) – the role of visual and perceptual skills has gained attention (e.g., Watson et al, 2003)
We provide a brief, concise review of the literature on colored overlays as a remedy for visual stress in reading
Summary
The role of colors in reading has a few decades of history, dating back to 1958, when Jansky (1958) reported the case of a student with a reading deficit who was unable to recognize words printed on a white paper but was able to recognize words printed on a yellow paper. A more recent study (Kriss and Evans, 2005) suggests that visual stress affects about the 37.5% of children with dyslexia and about the 25% of non-dyslexic children.
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