Irlen Lenses Research Articles

The Diagnosis and Treatment of Reading and/or Spelling Disorders in Children and Adolescents

3-11% of children and adolescents suffer from a reading andor spelling disorder. Their poor written-language skills markedly impair their scholastic performance and are often associated with other mental disorders. A great deal of uncertainty still surrounds the question of the appropriate methods of diagnosis and treatment. We systematically searched for pertinent publications in databases and literature reference lists, summarized the evidence in six tables, and examined some of it in a meta-analysis. Recommendations were developed in a consensus conference. A reading and/or spelling disorder should only be diagnosed if performance in these areas is below average. It should be determined whether an attention deficit-hyperactivity disorder, anxiety disorder, or disorder of arithmetical skills is also present. Reading and spelling performance should be reinforced with systematic instruction about letter-sound and sound-letter correspondences, letter-syllable-morpheme synthesis, and sound-syllablemorpheme analysis (g' = 0.32) (recommendation grade A). Spelling ability responds best to spelling-rule training (recommendation grade A). Irlen lenses, visual and/or auditory perceptual training, hemispheric stimulation, piracetam, and prism spectacles should not be used (recommendation grade A). Evidence- and consensus-based guidelines for the diagnosis and treatment of reading and/or spelling disorders in children and adolescents are now available for the first time. Reading and spelling abilities should be systematically and comprehensively reinforced, and potential comorbid disorders should be sought and treated appropriately. The efficacy of many treatments now in use has not been documented; if they are to be used in the future, they must be tested in randomized, controlled trials. For adult sufferers, adequate diagnostic instruments and therapeutic methods are not yet available.

The use of tinted lenses to alleviate reading difficulties

An increasing number of optometrists are offering assessments using the Intuitive Colorimeter (Wilkins, Nimmo‐Smith and Jansons, 1992) to determine whether children who have reading difficulties might benefit from the use of tinted lenses. Suggestions have been made in the media that tinted lenses may provide a ‘cure’ for developmental dyslexia, and there have been many anecdotal accounts of improvements in reading following their use (e.g. Brace, 1993). However, such extreme claims are not typical of the scientific literature supporting the use of tinted lenses. This article provides an overview of the research into the use of tinted lenses for the amelioration of reading difficulties. The electronic databases searched for this review were BIDS, MEDLINE, PsychInfo, PsychLit and Science Direct. Key search terms used were coloured (colored) lenses, Irlen lenses, scotopic sensitivity and visual deficits in combination with the term ‘reading difficulties’.

Irlen lenses & adults a small scale study of reading speed, accuracy, comprehension & self‐image

This study investigated the effects of using Irlen coloured filters on reading speed, accuracy, comprehension and self‐image over 6 months of use. Three study groups were used (immediate lens use, delayed lens use and control), involving 33 subjects ranging in age from 18 years to 62 years. The experimental groups demonstrated significant improvements in reading accuracy and comprehension over the 6 months of the study, although there was a plateau effect for the second half of the 6 month study period. The experimental and control groups also improved significantly on scores of self‐esteem over the 6 months. It is suggested that the reported reduction in print and background distortions may allow attention to be directed to the processing of continuous text rather than to the identification of individual words, although improvement will be restricted if basic word attack skills ore not fully mastered.

Irlen lenses do not improve accommodative accuracy at near.

The purpose of the experiment was to determine the influence of Irlen lenses on steady-state accommodation in successful users, as there is speculation that near accommodative dysfunction may be a factor in these patients. Monocular steady-state accommodation in six successful Irlen patients was assessed for near blur stimuli (2, 3, and 4 D) either with nonfiltered spectacle refractive correction or their spectrally broad-band filtered spectacle refractive correction. Accommodation was measured subjectively using a Hartinger coincidence optometer. There was no significant difference in mean level of accommodation between the two conditions. Additionally, there was a small but significant increase in accommodative variability with the filtered prescription. The use of Irlen correction did not have any positive effect on monocular steady-state accommodation at near.

Contrast Sensitivity Differences Between Proficient and Disabled Readers Using Colored Lenses

Colored overlays or lenses (e.g., Irlen lenses) have been used in attempts to remediate reading difficulties. The present study included four middle-socioeconomic status (SES) adults and four middle-SES children with reading disabilities as well as an equal number of nondisabled readers of the same age groups and SES. Examined were (a) the relationship of wavelength (lens color) to visual grating performance, (b) the effect of reading disability on performance with each lens-color/luminosity-grating combination, (c) group performances on a visual detection task with the clear and chromatic lenses, and (d) peripheral retinal brightness thresholds. The spatial frequency of the gratings (and not the lens color) permitted subjects with reading disabilities to be differentiated from the proficient readers. Subjects with reading disabilities displayed significantly lower contrast sensitivity when tested with sine-wave gratings, as well as displaying higher brightness thresholds in the peripheral retina.

Irlen Filters and Reading Strategies: Effect of Coloured Filters on Reading Achievement, Specific Reading Strategies, and Perception of Ability

The effect of tinted nonoptical (Irlen) lenses was investigated with 29 lens-using subjects and a control group of 31 subjects. Assessment of reading four months after the initial screening showed a significant improvement in reading rate and comprehension but not in accuracy. A significant decrease in the number of pauses while reading was also noted for the lens users as well as increases in correlation between word repetition and reading rate and accuracy. The lens users also showed significantly improved scores on a scale of attitude towards school tasks.

Parents' and Children's Expectations about Irlen (Tinted) Lenses

Additional unpublished data are presented from a study by Cotton and Evans in 1990 on the use of Irlen (tinted) lenses as an intervention for 22 children with a reading disability. These data reinforce the earlier conclusion that the random facilitatory effects of the lenses are very likely attributional and motivational in nature.

Irlen lenses in the treatment of specific reading disability: An evaluation of outcomes and processes

Abstract This study aimed at determining the relationship between Men lenses and reading ability. Using a variety of visual, phonological, workhg memory, and reading tasks, the efficacy of Irlen lenses with a reading-disabled population was investigated. Sixty subjects (20 normal readers, 20 specifically disabled readers with Irlen lenses and 20 specifically disabled readers who were shown to be unsuitable for the prescrip tion of Irlen lenses) were tested prior to intervention, at a posttest, and at a follow-up session 1 year later. Irlen lenses were found to have no effect either on reading performance or on any of the process variables thought to underlie reading ability.

The Effects of Irlen Colored Lenses on Students' Specific Reading Skills and Their Perception of Ability

Recent evidence suggests that a specific visual-perceptual dysfunction not normally assessed by eye examination should be considered as a significant cause of reading problems. The use of tinted nonoptical (Irlen) lenses to minimize this dysfunction has been hypothesized to result in significant improvement in reading and other visual-processing skills. The present study involved 44 subjects with reading disabilities (33 males, 11 females), aged between 9 years 1 month and 15 years 11 months, who had been provided with Irlen lenses. Assessment of subjects' perception of their own ability (Student's Perception of Ability Scale) 6 and 12 months after the fitting of Irlen lenses indicated a significant improvement in attitude to school and to basic academic skills. Subjects also 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. Differences in the pattern of improvement are discussed in light of previous findings.

Irlen Lenses and Reading Difficulties

L'auteur passe en revue les 3 articles presentes dans ce journal sur l'efficacite des lentilles de IRLEN pour resoudre les troubles de la lecture

A Review of the use of Irlen (tinted) Lenses

Helen Irlen identified a syndrome defined as 'scotopic sensitivity' which it was claimed could be responsible for the inability of some people to read fluently and the symptoms of which could be ameliorated by the wearing of prescribed coloured lenses. The literature to date presents a confused and inconsistent picture concerning the use of the lenses. The literature (much of which is unpublished and difficult to obtain) is critically reviewed. Recent experimental evaluations of the lenses do not support the use of the lenses as a useful intervention for children with reading disabilities.

Critical issues associated with irlen lenses: A reply to robinson

Abstract While Robinson has raised a number of issues from our study and is concerned about its limitations (as he sees them), the most critical findings and their implications appear to have been completely overlooked. In particular, Robinson ignores the findings that children diagnosed as suffering from the “scotopic sensitivity” syndrome differ significantly on a number of personality variables from those diagnosed as not “scotopic sensitive,” and that for children diagnosed as “scotopic sensitive” there were no differences in performance with prescribed Irlen lenses compared with any other lens condition on standardised reading or objective perceptual tasks. This latter result is crucial in view of the fact that, as acknowledged by Robinson, Irlen lenses are prescribed on the basis of a diagnostic procedure which purports to demonstrate an immediate effect based on reading and perceptual tasks for each individual.

An evaluation of the irlen lenses as a treatment for specific reading disorders commentary on M. M. Cotton and K. M. Evans

Abstract The paper by Cotton and Evans presents a useful review of research on the Irlen lens procedure. However, as the “franchised Irlen lens practitioner” referred to in the paper, I am concerned that its value as an investigation of the effects of lenses is limited by a number of factors. Unfortunately, analysis of the results is restricted by the fact that it has not been possible to access the raw data. However based on the data contained in the paper and in the thesis (Evans, 1988) from which the research component of it emanates, the following observations can be made.

An evaluation of the irlen lenses as a treatment for specific reading disorders

Abstract Tinted lenses have been prescribed in recent years to ameliorate the “scotopic sensitivity” syndrome thought to underlie some reading disabilities (Irlen, 1983a). The present investigation revealed personality differences between scotopic sensitive (n = 38) and non-scotopic sensitive children (n = 22). The study also examined performance in reading, depth perception, and simple eye-hand coordination tasks for 22 children who were prescribed specific tinted lenses. There were no significant differences in performance between pre- and post-lens prescription on any measure of the Neale Analysis of Reading Ability (rate, accuracy, or comprehension). Performance with tinted lenses was also compared with that for random colour, plain lenses, and a no lens control condition. There were no significant differences in reading performance or performance on a simple eye-hand coordination task or on depth perception tasks with prescribed coloured lenses compared with any other lens condition. The study did no...

Using Irlen Coloured Lenses for Reading: A Clinical Study

ABSTRACTSome recent evidence from both clinical and empirical studies has suggested that some cases of reading disability might be helped by the use of Irlen tinted lenses. Clinical work has been carried out in two special education centres, at Sydney CAE and at Hunter Institute of Higher Education. Four hundred and sixty five clients from these centres, all of whom had reading problems, and who had worn Irlen lenses fora minimum of 12 months were surveyed to assess their evaluation of the usefulness of the lenses for a variety of literacy-related difficulties. Ninety three percent indicated a definite improvement in these difficulties. Largest improvements were reported in amount of effort required to read, fluency of reading, concentration, and comprehension. In each factorsurveyed, more than 50% of respondents indicated definite improvements, including handwriting, spelling, tiredness, and self-confidence. Telephone checks with non-respondents indicated that the results are probably reliable for the whole of the population surveyed.