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The Australian, University of Newcastle's Irlen Syndrome web pages are well worth a visit.
* Indicates papers that are held in the UK Paper Archive. We have permission to copy some of the unpublished papers. If you would like details of what is available or have any comments and corrections to the list please contact the Irlen Centre North West UK. (Tel: + 44 (0) 1625 583841. Fax: +44 (0) 1625 584441, Email info@irlen.org.uk
A Study of a Major Cause of Dyslexia. Research Report of Los Angeles County Office of Education.
Unpublished research paper.
ABSTRACT This study is a survey which endeavours to assess the effectiveness of Irlen lenses in helping children diagnosed as having a visual perception problem called scotopic sensitivity. It looks at three main research areas: the realization (or otherwise) of expectations of parents and teachers about the lenses, the factors which may inhibit a child’s adjustment to wearing the lenses, and what help children are experiencing in areas of specific difficulties.
The data revealed that 87% of parents reported benefits, and significant 63% of teachers the most sceptical of groups surveyed, had noticed improvement in the children’s ability to cope with their problems. 75% of the children reported benefits in one or more of Irlen’s five prescribed areas of difficulty. Factors which are likely to affect a child’s willingness to wear Irlen lenses are age and sex. Girls have adjusted better than boys, and younger children have adjusted better than older children.
The study concludes with suggestions for other research, particularly in examining other learning disabled children in Darwin for scotopic sensitivity. It highlights the importance of the teachers' and parents' role in helping the child to adjust to Irlen lenses.
Paper presented to the 6th
Irlen International Conference, Australia. 5-8 July, 2000.
INTRODUCTION. Reading for most people is a visual process that
builds on a person's prior linguistic knowledge. A successful and
efficient reader goes directly from the symbols on the page to meaning
automatically and unaware of the complex processing done to achieve this.
This processing involves language, concepts about print, visual analysis skills
and the sound sequence of words. Underlying concepts are: the analysis of
the sound sequence in the words we use, and the left to right visual analysis of
letters or clusters of letters in the written word. Learning to read
involves the integration of all these factors.
*Anstice, J. (2004) – Common Eye and Vision Problems.
Paper presented at the 8th International Irlen conference.
Brugge, Belgium 7 – 11 July.
A B C D E F G H I J K L M N O P Q# R S T U# V W X# Y# Z
Start of the B authors On Irlen Syndrome.
Published in the form of a
booklet. Available from:
Irlen Centre East
4 Park Farm Business Centre
Fornham
St. Genevieve
Bury St. Edmunds
Suffolk
IP28
6TS
UK
Barbolini, G. Caffo,
E., Robinson, G.L. & Wright, A. (1998) – Light sensitivity and Some Pervasive Developmental disorders: Autistic Disorder, Asperger’s Disorder.
Modena
International conference on Autism & Pervasive Developmental Disorders. Univ. of
Modena, Italy 26-27 March
*Blaskey, P.,
Scheiman, M., Parisi, M., Ciner, E.B., Gallaway, M. & Selznick R. (1990) - The
Effectiveness of Irlen Coloured Filters for Improving Reading Performance:
A Pilot Study. Pennsylvania College of Optometry. Draft only
*Bogdashina,
Olga (2004)
Possible Patterns of Visual Dysfunction in Autism and Irlen Method.
Presented at the Eighth International Irlen Conference, Brugge, Belgium, 7-11
July 2004.
Abstract: Unusual
sensory experiences have been observed in autistic people for many years and are
confirmed by personal accounts of autistic individuals. As all the senses
are interconnected, the deficiency in one of them may lead to disturbances
in the other(s).
Traditionally, vision is considered on of the 'main' senses. In autism, visual
problems are well documented. The Paradox of the condition is - despite
their vision being acute it may become dysfunctional to the extent that the
individuals may behave as if they were blind or disoriented. The matter
is, their vision is too acute, too literal, and too
accurate. The aim of this paper is to identify possible patterns of visual
experiences in autism (hypersensitivity, fragmentation, distortions, etc.), the
behaviours ('blindisms@) reflecting these experiences (that may be added to the
list of symptoms of SS/IS specific to autism) and possible ways to eliminate
their visual problems using Irlen lenses.
*Bogdashina, O.
(2004) – Possible Patterns of Visual Dysfunction in Autism and Irlen Method.
Paper presented at the 8th International Irlen conference.
Brugge, Belgium 7 – 11 July.
Borsting, E., Ridder,
W.H., Dudeck, K., Kelley, C., Matsuir, L. & Motoyama, J. (1996) – The presence
of a Magnocellular Defect Depends on the Type of Dyslexia.
Vision Research 36, 1047-1053
Ophthal. Physiol. Opt. 2002 Number 22 Pages 55-60
Abstract
A randomised controlled trial has demonstrated that, for selected children with reading difficulties, individually prescribed coloured filters reduce symptoms of asthenopia. In the present study, we investigate the effect of individually prescribed coloured overlays on the rate of reading. Subjects were 33 children and adults who: had consulted a specific learning difficulties clinic; had received treatment to normalise any conventional optometric and orthoptic anomalies; and subsequently reported symptomatic relief from coloured filters. These subjects carried out the Wilkins Rate of Reading Test (which assesses visual rather than linguistic factors) under two conditions: with their chosen coloured overlay and with a control filter. Steps were taken to ensure that a strong placebo effect was associated with the control overlay and, when asked which they preferred, subjects were not significantly more likely to prefer their coloured overlay than the control filter (p=0.11). Nonetheless, the rate of reading was significantly faster with the coloured overlay than with the control (p=0.0019). Further analyses support the conclusion that individually prescribed coloured filters can improve reading performance for reasons that cannot be solely attributed to conventional optometric factors or to placebo effects.
Correspondence and reprint requests to: Bruce Evans. E-mail address: bruce.evans@virgin.net
Bouma, H. & Legein,
Ch.P. (1997) – Foveal and Parfoveal Recognition of Letters and Words by Dyslexic
and by Average Readers.
Neuropsychologica, 15, 69 - 80
Bouma, H. & Legein,
Ch.P. (1980) – Dyslexia: A Specific Recording Deficit? An analysis of response
latencies for letters and words in dyslexics and average readers.
Neuropsychologica, 18, 285 - 296
Branna, J.R. &
Williams, M.C. (1988) – Developmental Versus Sensory Deficit Effects on
Perceptual Processing in the Reading Disabled.
Perception and Psychophysics, 44, 437 - 444
Breitmeyer, B.
(1980) – Unmasking Visual Masking: A Look at the “Why” Behind the Veil of the
“How”.
Psychology Review. 87, 52 – 69
Breitmeyer, B.G.
(1989) – A Visually Based Deficit in Specific Reading Disability.
The Irish Journal of Psychology. 10, 534 - 541
Breitmeyer, B.G.
(1993) – Sustained (P) and Transient (M) Channels in Vision: A Review and
Implications for Reading.
In D.M. Willows, R.S. Kruk & E. Corcos (eds) , Visual Processes in
Reading and Reading Disabilities Hillsdale N.J. Eribaum 95 – 110
Breitmeyer, B. F. &
Breier J.I. (1994) – Effects of Background Colour on Reaction Time to Stimuli
Varying in size and Contrast: Inferences About Human M Channels.
Vision Research 34, 1039 - 1045
Breitmeyer, B. F. &
Ogmen, H. (2000) – Recent Models and Findings in Visual Backward Masking: A
Comparison, Review and Update.
Perception & Psychophysics 62 (8)
Breitmeyer, B. F. &
Williams, M.C.(1990) - Effects of Isoluminant-Background Color on Metacontrast
and Stroboscopic Motion: Interactions Between Sustained (P) and Transient (M)
Channels.
Vision Research 30 (7) 1069 - 7052
*Bulmer, J. (1994) - Sensory Overload and General Wellbeing: Can Adults be
Helped by Using Irlen Lenses?
Unpublished Honours Thesis, Chester College of Higher Education, Chester UK.
A B C D E F G H I J K L M N O P Q# R S T U# V W X# Y# Z
Start of the C authors On Irlen Syndrome.
*Calderon
Castro, I. (2004) - The Puzzle.
Paper presented at the 8th International Irlen conference.
Brugge, Belgium 7 – 11 July.
Canino, F.J. (1981)
– Learned Helplessness Theory: Implications for Research in Learning
Disabilities.
The Journal of Special Education. 15, 471 - 484
Carlile, C. (1997) –
Scotopic Sensitivity Syndrome Sheds Light on Reading Disability.
Texas Reading Report, 19 (4), 1 - 13
Chase, C.H. (1996) -
A Visual Deficit Model of Developmental Dyslexia.
In C.H. Chase, G.D. Rose & G. F. Sherman (eds.) Developmental Dyslexia,
Neural, Cognitive and Genetic Mechanisms Timonium, MD: York Press (pp127 –
156)
Chase, C.H. & Jenner,
A. (1993) – Magnocellular Processing Deficits Affect Temporal Processing of
Dyslexics.
Annals of the New York Academy of Sciences., 682, 326 - 330
Cheng, A., Eysel, U.
& Vidyasagar, T. (2004) – The Role of the Magnocellular Pathway in Serial
Development of Visual Attention.
European Journal of Neuroscience, 20(8) 2188 - 2192
Clay, M.M. & Imlach, R.H. (1971) – Juncture, Pitch and Stress as Reading
Behaviour Variables.
Journal of Verbal Learning and Verbal Behaviour, 10, 133 - 139
Paper presented to the 6th
Irlen International Conference, Australia. 5-8 July, 2000.
SUMMARY AND CURRENT CONCLUSIONS. Visual discomfort is
characterised by extreme sensitivity to pattern and some forms of temporal
stimuli, for example bright or flickering light. Using the Visual
Discomfort Scale as a measure of susceptibility the slow reading rate, poor
conscious visual attention and depressed spatial and temporal contrast
sensitivity functions found in the high visual discomfort group cannot be
explained by pattern interference only. In addition these results cannot
be explained by experience of co-existing migraine or a specific reading
disability. In susceptible individuals the inability of the visual system
to inhibit large amounts of superfluous visual information may explain these
difficulties. Ongoing research aimed at investigating further these
inhibitory mechanisms within a framework of processing in the parvocellular and
magnocellular is ongoing. The ways these mechanisms are related to 'rate
of processing' may provide an explanation for poorer perceptual performance in a
number of domains.
Cotton, M.M. & Evans, K.M. (1994) – Parents and Children’s Expectations about
Irlen (tinted) Lenses.
Perceptual and Motor Skills, 78, 1387 - 1390
Croyle, L., Elliot,
R. & Dain, S. (1997) – Reading, Visual Processing Colour and Contrast.
Unpublished manuscript, University of New South Wales, Australia.
A B C D E F G H I J K L M N O P Q# R S T U# V W X# Y# Z
Start of the D authors On Irlen Syndrome
Demb, J.M., Boynton,
G.M., Best, M. & Heeger, D.J. (1998) – Functional Magnetic Resonance Imaging of
Early Visual Pathways in Dyslexia.
Journal of Neuroscience, 18, 6939 – 6951
Di Lollo, V.,
Hanson, D. & McIntyre, J.S. (1983) – Initial Stages of Visual Information
Processing in Dyslexia.
Journal of Experimental Psychology: Human Perception and Performance, 9,
923 - 925
A B C D E F G H I J K L M N O P Q# R S T U# V W X# Y# Z
Start of the E authors On Irlen Syndrome.
Eames, T.H. (1957) –
The Relationship of the Central Visual Field to the Speed of Visual Perception.
American Journal of Opthalmology, 43, 279 - 280
Evans, B. (1994) -
The Intuitive Colorimeter – Friend or Foe?
Optician, 5436 (207) 18 - 22
Evans, B.J,W.,
Busby, A., Jeanes, R. & Wilkins, A.J. (1995) – Optometric Correlates of Meares-Irlen
Syndrome: A Matched Group Study.
Opthalmological and Physiological Optics. Vol 15, No. 5, 481 – 487.
Evans, B.J.W., &
Joseph, F. (2002) – The Effect of Coloured Filters on the Rate of Reading in an
Adult Student Population.
Opthalmological and Physiological Optics. 22, 535 – 545.
A B C D E F G H I J K L M N O P Q# R S T U# V W X# Y# Z
Start of the F authors On Irlen Syndrome.
Journal of Learning Disabilities. Vol. 27 No.1 p.67-70. Research Brief.
ABSTRACT Does scotopic sensitivity correction enhance parsing and, thus, comprehension? Twenty-two readers with scotopic sensitivity (X age = 20.3 yrs.; 40.9% male) parsed sentences under scotopic correction and control conditions. Measures included eye-movement indices of parsing and comprehension questions. Although eye movements suggested enhanced parsing, comprehension scores were not significantly improved with correction.
Foorman, B.R. & Liberman, B.R.
(1989) – Visual and Phonological Processing of Words: A Comparison of Good
and Poor Readers.
Journal of Learning Disabilities, 22, 349 - 355
A B C D E F G H I J K L M N O P Q# R S T U# V W X# Y# Z
Start of the G authors On Irlen Syndrome.
Report compiled from a pilot
project conducted at Royal Victoria Eye Hospital, Adelaide Road, Dublin 2
and at the Irlen Centre, Palmerstown,
Dublin 20.
The Australasian & New Zealand Journal of Ophthalmology, 17, pages 137-141
Headache, September.
Department of Ophthalmology, University of Birmingham, Birmingham and Midland
Eye Hospital, Church Street, Birmingham, B3 2NS, England. Reprint requests
to: Mr. P. A. Good.
SYNOPSIS. Twenty children with clinically diagnosed migraine
were asked to wear either a rose coloured tint or density matched blue tint for
a period of 4 months. The frequency, duration and intensity of migraine
attacks were recorded, together with the amount of visually provoked beta
activity in the EEG. After one month's wear all the children in the study
revealed an initial improvement in headache frequency. However, only those
children wearing rose tints sustained this improvement up to 4 months, when the
mean headache frequency had improved from 6.2 per month to 1.6 per month.
The headache frequency of those children wearing blue tints revealed no overall
improvement after 4 months. The improvements in headache frequency in
children wearing rose tints correlated with a reduction in visually provoked
beta activity.
Goodman, K.S. & Gollasch, E.V. (1980) – Word Omissions: Deliberate and
Non-Deliberate.
Reading Research Quarterly, 16, 6 -30
Griffin, D.C., Walton, N.H. & Ives, V. (1974) –Saccades as Related to Reading
Disorders.
Journal of Learning Disabilities, 7, 310 -316
Grosser, G.S. & Spafford, C.L. (1989) – Perceptual Evidence for an Anomalous
Distribution of Rods and Cones in the Retinas of Dyslexics: A New Hypothesis.
Perceptual and Motor Skills, 68, 683 - 698
Gustafson, S., Samuelsson, S. & Ronnberg, J. (1997) – Phonological Training
and Reading Skills: Why Do Some Resist?
In B. Ericson & J. Ronnberg (eds.) Reading Disability and its Treatment.
Sweden. Eve Malmquist Institute of Reading. pp38 - 51
A B C D E F G H I J K L M N O P Q# R S T U# V W X# Y# Z
Start of the H authors On Irlen Syndrome
.Clinical and Experimental Optometry, 72, pages 170-176.
ABSTRACT There have been
numerous anecdotal reports of an improvement in reading in dyslexic children
fitted with tinted spectacle lenses. Few of these cases have been subjected to
scientific scrutiny. We report the findings in two dyslexic brothers each of
whom showed a marked improvement in reading facility when reading print material
either through a semi-transparent tinted plastic sheet (overlay) or through
tinted spectacle lenses. Other observed effects of the tinted overlays and/or
tinted lenses were improved visual acuity, improved figure/ground perception and
reduction in apparent distortions and fragmentation of print. Such improvements
were noted in either one or both of the boys. A speculative explanation for this
effect is that the lenses act by altering the transmission of impulses along the
primary visual pathway.
Harbaugh, Rick, Director of Irlen
Center Albuquerque. 2007
Incidence of Irlen Syndrome in the General Population
The last paragraph of the paper. Admittedly, the latter six of the ten studies are evaluated by a different criteria than the first four studies. Also, all of the latter six studies are designed using Wilkins' Intuitive Overlays rather than Irlen Overlays—though the color spectrum of the overlays is similar to the Irlen overlays. While this may cast some doubt on the validity of the 22% incident rate, it is interesting to note that the two Robinson studies are 25% and 20%--bracketing the 22% figure this analysis shows. Putting all these studies together, we are also able to look at a large sampling of students around the world—over 2000 students participated in these studies. The ages of students tested also shows that Irlen Syndrome affects all age groups in the school system. These studies range from age five through eleventh grade.
Paper presented to the 6th
Irlen International Conference, Australia. 5-8 July, 2000.
CONCLUSION. Nearly one hundred years have passed since the
earliest known published clinical description by Still on the syndrome now
called Attention-Deficit/Hyperactivity Disorder (ADHD) in the American
Psychiatric Association classification of mental disorders, and Hyperkinetic
Disorder in the International Classification of Diseases. The core
features of restlessness and inattention identified by Still remain relevant to
cortical dysfunction continues to be a focus of research endeavour. Inconsistencies
in the condition that were described by Still, such as differing patterns of
associated problems and variability of outcome, also remain relevant. It
would be fair to say that research and clinical interest in ADHD has fluctuated
since the delivery of the Coulstonian lectures. Interest has been
stimulated by new theories or discoveries, with important milestones being the
observation that symptoms are reduced by amphetamines, the interest in the
putative role of diet, the resurgence of research interest in attentional
dysfunction, the development of research instruments to more reliably quantify
symptoms and monitor treatment response, and finally the impact of dynamic brain
imaging. Aetiology is most probably multifactorial, with a contribution
from both intrinsic and extrinsic factors. Recent research, however,
indicates that genetic vulnerability contributes substantially to the
development of ADHD symptoms.
*Hobbs, M., Robinson, G.L. & Whiting, P.R. (1997) - Irlen Syndrome: A Barrier to Learning. Research into colour filtering. Unpublished paper, January.
Hulme, C. & Hogben, M.J. (1997) – How Does a Visual Transient Deficit Affect
Reading?
In C. Hulme & M. Snowling (eds.), Dyslexia: Biology, Cognition and
Intervention. London UK, Whurr. 59 – 70
A B C D E F G H I J K L M N O P Q# R S T U# V W X# Y# Z
Start of the I authors On Irlen Syndrome.
Iovino, I., Fletcher, J.M., Breitmeyer, B.F. & Foorman, B.R. (1998) –
Coloured Overlays for Visual-Perceptual Deficits in Children With Reading
Disability and Attention Deficit/Hyperactivity Disorder: Are They Differentially
Effective?
Journal of Clinical and Experimental Psychology. 20 (6), 791 - 806
Irlen, H. (1994) – Scotopic Sensitivity/Irlen Syndrome: Hypotheses and
Explanation of the Syndrome.
Journal of Behavioural Optometry, 5, 62 – 65
Irlen, H. (1994) – Dyslexia in Higher Education: Strategies and the Value of
Asking.
Paper presented at the Dyslexia in Higher Education International Conference
31 October – 2 November, Devon, UK
Irlen, H. (1997) – Reading Problems and Irlen Coloured Lenses.
Dyslexia Review. 8 (3), 4 -7
*Irlen, H. & Lass, M.J. (1989) – Improving Reading Problems due to Symptoms
of Scotopic Sensitivity Syndrome Using Irlen Lenses and Overlays.
Education, 30, 1 - 5
*Irons, P. (2006) – The Use of Colour to Help Dyslexic Adults.
Dyslexia Review, 17 (2) 12 – 16
*Irvine, J. H. (2005) – Scotopic Sensitivity Syndrome in a Single Individual.
Presented at the North American Irlen conference, Long Beach, California. 21
- 24 July
A B C D E F G H I J K L M N O P Q# R S T U# V W X# Y# Z
Start of the J authors On Irlen Syndrome.
Jennings, G.D.J. & Underwood, G. (1984) The Influence of Parafoveal
Information on a Simple Reading Task.
In A.G. Gale & F. Johnson (eds.) Theoretical and Applied Aspects of Eye
Movement Research, (pp179 – 185) B.V. (North Holland) Elsevier Science
Publishers.
Johannes, S., Kussmaul, C.L., Muente, T.F. & Mangun, R. (1996) –
Developmental Dyslexia: Passive Visual Stimulation Provides no Evidence for
Magnocellular Processing Defect.
Neuropsychologica, 34, 1123 - 1127
*Johnson. P. (2004) – Six Types of ADHD.
Paper presented at the 8th International Irlen conference.
Brugge, Belgium 7 – 11 July.
*Jordan, D.R. (1998) - Irlen Syndrome (Word Blindness).
In D. Jordan, Attention Deficit Disorder,ADHD
and ADD Syndromes. [62 pp13]
Jordan, I. (1998) – Visual Dyslexia: A Guide to Parents and Teachers.
United Kingdom, Desktop Publications.
Juel, C. (1988) – Learning to Read and Write: A Longitudinal Study of 54
Children from First through Fourth Grades.
Journal of Educational Psychology, 80, 437 – 447
Juel, C., Griffith, P, & Gough, P. (1986) – Acquisitions of Literacy: A
Longitudinal Study of Children in First and Second Grade.
Journal of Educational Psychology, 78, 243 – 255
Just, M.A. & Carpenter, P.A. (1980) - A Theory of Reading: From Eye Fixations
to Comprehension.
Psychological Review, 87, 329 – 354
A B C D E F G H I J K L M N O P Q# R S T U# V W X# Y# Z
Start of the K authors On Irlen Syndrome.
Knoblauch,
K., Arditi, A, & Szlyk, L. (1991) – Effects of Chromatic Luminance Contrast on
Reading.
Journal of the Optical Society of America, 8 (2), 428 - 439
Kriss, I. &
Evans, B.J.W. (2005) – The Relationship Between Dyslexia and Meares-Irlen
Syndrome.
Journal of Research in Reading, 28 (3) 350 - 364
Extract from the start of the paper. Meares-Irlen Syndrome (MIS) is characterised by symptoms of visual stress and visual perceptual distortions that are alleviated by using individually prescribed coloured filters. Coloured overlays (sheets of transparent plastic that are placed upon the page) are used to screen for the condition. MIS is diagnosed on the basis of either the sustained voluntary use of an overlay or an immediate improvement (typically of more than 5%) on the Wilkins Rate of Reading Test (WRRT). Various studies are reviewed suggesting a prevalence of 20-34% using these criteria. Stricter criteria give a lower prevalence: for example, 5% of the population read more than 25% faster with an overlay. It has been alleged that MIS is more common in dyslexia, but this has not been systematically investigated. We compared a group of 32 dyslexic with 32 control children aged 7-12 years, matched for age, gender and socioeconomic background. Participants were tested with Intuitive Overlays, and those demonstrating a preference had their rate of reading tested using the WRRT with and without their preferred overlay. Both groups read faster with the overlay, and more so in the dyslexic group. ANOVA revealed no significant effect of group, but a significant improvement in WRRT with overlay (p = 0.009) and a significant interaction between group and overlay (p = 0.031). We found a similar prevalence of MIS in the general population to that in previous studies and a prevalence in the dyslexic group that was a little higher (odds ratio for> 5% criterion: 2.6, 95% confidence limit 0.9-7.3). The difference in prevalence in the two groups did not reach statistical significance. We conclude that MIS is prevalent in the general population and possibly a little more common in dyslexia. Children with dyslexia seem to benefit more from coloured overlays than non-dyslexic children. MIS and dyslexia are separate entities and are detected and treated in different ways. If a child has both problems then they are likely to be markedly disadvantaged and they should receive prompt treatments appropriate to the two conditions. It is recommended that education professionals as well as eye-care professionals are alert to the symptoms of MIS and that children are screened for this condition, as well as for other visual anomalies.
*Kumagai, K.
(2006) – Effect of Coloured Films Related in Facilitating Reading: The Result of
the General Japanese Population and a Dyslexic Student.
University of Tsukuba. (Paper published in Japanese with Abstract in
English)
A B C D E F G H I J K L M N O P Q# R S T U# V W X# Y# Z
Start of the L authors On Irlen Syndrome.
La Berge, C. & Samuels, S. (1974) – Towards a Theory of Automatic Information Processing in Reading. Cognitive Psychology, 6, 293 - 323
* Lea, A.R. & Hailey, D.M. (1990) - Tinted Lenses in Treatment of the Reading
Disabled.
Australian Institute of Health. Health Care Technology Series No.
2. [84 booklet]
ABSTRACT. Background. The possibility that reading disability in children is associated with visual problems is in dispute. We sought to test the existence of this association by using electrophysiologic techniques to measure the processing of visual information in the magnocellular and parvocellular visual pathways of the brain.
Methods. Visual evoked potentials were measured with scalp electrodes in children 8 to 11 years old who were normal readers and in those with reading disability. The potentials were measured for targets with low (o.5 cycle per degree of visual angle) and high (4.5 cycles per degree) spatial frequency, surrounded by either a steady background or a uniform-field flickering 12 times per second. A flickering field normally reduces the amplitude and increases the latency of a transient potential evoked by a low-spatial-frequency target, which preferentially excites the magnocellular visual pathway, but has little effect on the response to a high-spatial-frequency target.
Results. With a steady background, the latencies of the early components N1 and P1) of the visual evoked potentials were longer in the reading-disabled children than in the normal readers when the low-spatial-frequency target was used. In normal readers, the flickering background increased the latency and reduced the amplitude of the early components, whereas in the reading-disabled children only the amplitude was affected. No differences were observed in either group with the high-spatial-frequency target.
Conclusion. The pattern of results suggests that the response of the magnocellular visual pathway is slowed in reading-disabled children, who do not, however, have a general slowing of the visual response. The possibility that there is a cause-and-effect relation between these findings and reading disability will require further study.
Lehmkuhle, S. (1993) - Neurological Basis of Visual Processes in Reading.
In D.M. Willows, R.S. Kruk & E. Corcos (eds.) Visual Processes in
Reading and Reading Disabilities, (pp77 – 94) Lawrence Eribaum
Associates, Hillsdale, N.J.
Many people with poor reading skills and habits demonstrate significant visual fatigue and discomfort when observing high contrast, high luminance stimuli. Dizziness, headaches, strain or fatigue are some of the ancillary findings in Scotopic Sensitivity/Irlen Syndrome (SSS) that compound reading difficulties. Under high luminance conditions words distort. They may float above the page or jumble into a wavy, incomprehensible tangle. The background may pulsate or eradicate parts of letters. Several behavioral studies demonstrate that many of the deleterious aspects of the condition can be alleviated by wearing coloured Irlen lenses, the best colour being different for each patient.
At present, the relevant physiological mechanisms are unknown, but presumably they are related to altered visual information processing. In this study, magnetoencephalography (MEG) was used to characterize visual responses in conditions with and without lenses. Steady-state visual evoked magnetic fields were recorded from 8 subjects with SSS and 8 normal control subjects using a 122-chanel whole-head bio-magnetometer. During the testing, subjects fixated the centre of a 4 square checker board that contrast reversed every 200 msec. There was a small black circle at fixation that briefly flashed white every 1-2 seconds, and subjects were instructed to count flashes.
For the SSS group, each subject was evaluated with and without custom coloured Irlen lenses. Control subjects were tested without lenses and with a lens pair that caused the maximum change in luminance. In all cases, the evoked magnetic signal reflected a complicated pattern of bilateral activation of multiple cortical generators. A major difference in with and without lens conditions was seen between 170 and 200 msec post-stimulus.
For normal subjects, without lenses, the field pattern at this time was mostly dipolar and reflected midline calcarine activity. When lenses were on, the pattern was much more complex, reflecting multiple generators. The reverse situation was seen for 6 of 8 subjects with SSS. That is, complex field pattern was seen without lenses, whereas an organized dipolar pattern was seen with lenses.
The data suggest that the coloured Irlen lenses provide for normalization and crystallization of visual information processing in most members of the SSS population.
Lewine,
J.D. (1997) - Changes in Visual Evoked Magnetic Field for People with SSIS:
Implications for Understanding Causal Mechanisms.
Paper presented at the 4th North American Irlen Conference, San
Diego, June.
* Lewine, J.D., Davis, J., Provencal, S., Edgar. J. & Orrison Jr, W. (2006) –
A Magnetoencephalographic Investigation of Visual Information
Processing on Irlen’s Scotopic Sensitivity Syndrome.
Unpublished summary.
*Lewine, J.D., Davis J.T., Provencal, S., Edgar, C. & Orrison Jnr. W.W.
(1999) - Magnetoencephalographic Evaluation of Scotopic Sensitivity
Syndrome.
Unpublished(?) paper [80 pp3]
Lightstone, A.,
Lightstone, T. & Wilkins, A. (1990) – Both Coloured Overlays and Coloured Lenses
can Improve Reading Fluency, but their Optimal Chromaticities Differ.
Opthalmological and Physiological Optics, 19 279 – 285
Livingstone, M.
(1994) – Eye Spy: Decoding Dyslexia.
Focus, January 21, 1 - 2
Livingstone, M.S. &
Hubel, D,H. (1984) – Anatomy and Physiology of a Color System in the Primate
Visual Cortex.
Journal of Optometric Visual Development, 17, 4 – 15
Livingstone, M.S. &
Hubel, D,H. (1987) – Psychophysical Evidence for Separate Channels for the
Perception of Form, Color, Movement and Depth.
Journal of Neuroscience, 7 3416 - 3468
Proceedings of the National Academy of Science, Vol. 88 p. 7943 - 7947
ABSTRACT Several behavioral studies have shown that developmental dyslexics do poorly in tests requiring rapid visual processing. In primates fast, low-contrast visual information is carried by the magnocellular subdivision of the visual pathway, and slow, high-contrast information is carried by the parvocellular division. In this study, we found that dyslexic subjects showed diminished visually evoked potentials to rapid, low-contrast stimuli. The abnormalities in the dyslexic subjects’ evoked potentials were consistent with a defect in the magnocellular pathway at the level of visual area 1 or earlier. We then compared the lateral geniculate nuclei from five dyslexic brains to five control brains and found abnormalities in the magnocellular, but not the parvocellular, layers. Studies using auditory and somatosensory tests have shown that dyslexics do poorly in these modalities only when the tests require rapid discriminations. We therefore hypothesize that many cortical systems are similarly divided into a fast and a slow subdivision and that dyslexia specifically affects the fast subdivisions.
Lovegrove, W. (1984)
– Dyslexia and the Vision Factor.
Education News, 19, 15 – 18
Lovegrove, W.,
Martin, F. & Slaghuis, W.A. (1986) – Theoretical and Experimental Case for a
Visual Deficit in Specific Reading Disability.
Cognitive Neuropsychology, 3, 225 - 267
Lovegrove, W.J.,
McNicol, D., Martin, F., MacKenzie, B. & Pepper, K. (1988) – Phonological
Re-coding, Memory Processing and Memory Deficits in Specific Reading Disability.
In D. Vickers & P. Smith (eds.) Human Information Processing:
Measures, Mechanisms and Models. 65 – 82 Amsterdam, North Holland.
Lovegrove, W.J.,
Garzia, R.P. & Nicholson, S.B. (1990) – Experimental Evidence for a Transient
System Deficit in Specific Reading Disability.
Journal of the American Optometric Association, 61, 137 – 146
Lovegrove, W.J. &
Williams, M.C. (1993) – Visual Temporal Processing Deficits in Specific Reading
Disability.
In D.M. Willows, R.S. Kruk & E. Carcos (eds.) Visual Processing in
Reading and Reading Disabilities, 311 – 330. Hillsdale, N.J.: Eribaum.
Lovegrove, W.J.
(1996) – Dyslexia and a Transient/Magnocellular Pathway Deficit: The Current
Situation and Future Directions.
The Australian Journal of Psychology, 46, 167 – 171
Lovett, M.W. (1986)
– Sentential Structure and the Perceptual Spans of Two Samples of Disabled
Readers.
Journal of Psycholinguistic Research, 15, 153 - 715
Lovett, M.W. (1987)
– A Developmental Approach to Reading Disability: Accuracy and Speed Criteria of
Normal and Deficient Reading Skill.
Child Development, 58, 234 - 260
Lovett, M.W. (1987)
- A Developmental Approach to Reading Disability: Accuracy and Rate Criteria in
the Subtyping of Dyslexia.
Brain and Language, 22, 69 - 71
A B C D E F G H I J K L M N O P Q# R S T U# V W X# Y# Z
Start of the M authors On Irlen Syndrome.
*Maclachlan, A.,
Yale, S., and Wilkins, A. (1993) - Open Trial of Subjective Precision Tinting: A
Follow up of 55 Patients.
Ophthalmological and Physiological Optics, 13, 175-179 [64 pp4]
Mazer, S.R., McIntyre, C.W., Murray, M.E., Till, R.E. & Blackwell, S.L.
(1983) – Visual Persistence and Information Pick-up in Learning Disabled
Children.
Journal of Learning
Disabilities, 16, 221 – 225
*
McClellan, L.F. (1993) - Scotopic
Sensitivity/Irlen Syndrome: An Educational Issue Worthy of Serious
Consideration.
Unpublished Masters Thesis.,
Regent University, Virginia Beach, Virginia. [83 pp69]
Unpublished Master of Education thesis, California State University.
ABSTRACT This study is designed to investigate the relationship of Scotopic Sensitivity to Reading Disability. Scotopic Sensitivity is a visual dysfunction which includes (1) impaired visual resolution, (2) impaired depth perception, (3) impaired peripheral vision, and (4) photophobia. The population studied was adult college students diagnosed as reading disabled, not related to mental deficiency or visual handicap. Each subject was given the Nelson-Denny Reading Test, the Woodcock-Johnson Psycho-Educational Battery: Perceptual Speed Cluster, the Wide Range Achievement Test (Vocabulary), as well as an interview to assess educational problems and a history of reading disability and absense of mental deficiency. Additionally, to assess the incidence of scotopic sensitivity, each subject as individually administered the Irlen Differential Perceptual Schedule. Interviews were also given to compile a profile of medical, ophthalmology, psychological and visual dysfunctions. Data was analyzed by using a t-test, and it was hypothesized that a significant difference in scotopic sensitivity between the reading disabled adults and a matched control group would result.
Murphy, L. (1985) ‑ Coloured Lenses as Aid to Overcome Learning (particularly
reading) difficulties.
Student Services, Tasmanian Dept.
of Education.
A B C D E F G H I J K L M N O P Q# R S T U# V W X# Y# Z
Start of the N authors On Irlen Syndrome.
Newby, R.F. & Lyon,
G.R. (1991) – Neurological Subtypes of Learning Disabilities.
In J.E. Obrzut & G.W. Hynd (eds.) Neuropsychological Foundations of
Learning Disabilities, 355 – 379 New York, Academic Press.
Noble, J., Orton, M., Irlen,
S., Robinson, G. (2004)
A Controlled Field Study of the Use of Coloured Overlays on Reading Achievement.
Australian Journal of Learning Disabilities - Volum3 9, Number 2, June 2004,
Pages 11 - 22.
Abstract: This study investigated the effect of using Irlen coloured overlays on reading rate, accuracy, fluency and comprehension under regular class conditions, with class teachers instigating the study and conducting the assessment. All subjects in grade 3 at Whitney and McKinley Elementary schools were screened for symptoms of Irlen syndrome, with 31 subjects identified a Whitney and 40 subjects identified at McKinley. The effects on reading achievement were investigated under conditions of immediate use and delayed use, with one group (Whitney) provided optimum coloured overlays for 3 months and the other group (McKinley) delayed treatment for 3 months. The effects were then assessed for a further three months with both groups.
After three months of use of overlays, the Whitney group demonstrated a significant improvement in reading achievement with mean gains of grade equivalence scores of between 1 year 2 months and 1 year 7 months. However, between the three to six month period of use, the gains for Whitney group reached a plateau, with no significant improvement in reading achievement. The McKinley group had negligible gains in reading achievement during the first 3 months without the use of overlays, but significant gains during the 3 month to 6 month phase with the use of overlays, which ranged from 1 year 8 months to 2 years 8 months. It was suggested that the reported reduction in print and background distortions may improve accuracy of word recognition and allow attention to be directed more to the meaning of what is being read than to word recognition thus enhancing reading comprehension. The plateau effect identified for the Whitney group between 3 and 6 months could be related to the fact that after 3 months of overlay use, many students had reached grade level in reading achievement.
A B C D E F G H I J K L M N# O P Q# R S T U# V W X# Y# Z
Start of the O authors On Irlen Syndrome.
Journal of Learning Disabilities, Vol. 23 No:10
ABSTRACT. The field of learning disabilities has seen many treatment models emerge as the new solution to the perplexing difficulties of such children and adults, and these treatments have often been adopted uncritically or without experimental research evidence. This study was designed to test empirically the efficacy of a new treatment developed by Helen Irlen, using individually prescribed tinted lenses to filter light frequencies and thus remove a series of specific perceptual disorders, which she calls "scotopic sensitivity’’ and allegedly reducing the reading and associated learning disabilities. Their teachers nominated ninety-two children in grades from 2 to 6 in from middle class elementary schools in an Australian city as having serious reading disabilities significantly below their general ability. The children were assessed as "scotopic" or "non-scotopic" using the Irlen Differential Perceptual Schedule. Sixty seven (44 boys and 22 girls) were identified as scotopic, and twenty-five (14 boys and 11 girls) were considered non-scotopic. They were randomly assigned to six treatment groups using either coloured or clear overlay transparency sheets. Reading rate, reading accuracy, and particularly reading comprehension (as measured by the Neale Analysis of Reading Ability and the Formal Reading Inventory) were significantly improved when the scotopic students read with the preferred coloured overlay compared to clear or different coloured overlays. Non-scotopic students showed no change. The results are discussed in the light of implications for the definition of learning disabilities and the number of persons who may be assisted with this treatment.
A B C D E F G H I J K L M N O P Q# R S T U# V W X# Y# Z
Start of the P authors On Irlen Syndrome.
Pammer, K. &
Lovegrove, W. (2001) – The Influence of Color on Transient System Activity:
Implications for Dyslexia Research.
Perception and Psychophysics, 63 (3), 490 - 500
Pammer, K. &
Wheatley, C. (2001) – Isolating the M(y)-cell Response in Dyslexia Using the
Spatial Frequency Doubling Illusion.
Vision Research, 41, 2139 - 2147
Pavlides, C.A.
(1985) – Eye Movements in Dyslexia: Their Diagnostic Significance.
Journal of Learning Disabilities, 18, 42 – 50
Perfetti, C.A.
(1984) – Reading Acquisition and Beyond.: Decoding Includes Cognition.
American Journal of Education, 40 - 60
A B C D E F G H I J K L M N O P Q# R S T U# V W X# Y# Z
Start of the Q authors On Irlen Syndrome.
A B C D E F G H I J K L M N O P Q# R S T U# V W X# Y# Z
Start of the R authors On Irlen Syndrome.
Ray,
N.J., Fowler, S. & Stein, J.F. (2005) – Yellow Filters can Improve
Magnocellular Function: Motion Sensitivity, Convergence, Accommodation and
Reading.
Annals of the New York Academy of Sciences, 1039, 283 - 293
*Riley,
D.W. (2000)
Irlen Filters and Migraine: A Preliminary Study.
Unpublished report.
Paper presented to the 6th
Irlen International Conference, Australia. 5-8 July, 2000.
ABSTRACT. Our multidisciplinary research group is
investigating underlying biochemical and microbiological anomalies in
polysymptomatic illness. The premise behind our approach is that all
disease has a molecular basis. We thus take a homogeneous population of
individuals exhibiting one disease or symptom set and analyse the metabolism of
each individual by measuring a myriad of cellular metabolites using gas
chromatography in the blood, urine and faeces. We also identify and
quantitate faecal bacteria in these individuals. When correlation analysis
is used to compare the complex metabolic profile of affected individuals with
controls we are able to pinpoint the areas of metabolism that are changed.
We consistently find that there is a distinct profile obtained that correlates
with a particular symptom set. These data then can be used to propose to
the clinician treatment options that often are aimed at normalising the
metabolism of the individual and further lines of investigation directed at
isolating underlying infectious agents.
Our studies initially began with Chronic Fatigue Syndrome patients. We
have since published on rheumatoid arthritis, fibromyalgia, and
temporomandibular joint dysfunction.
More recently the approach has been used to show that here is a metabolic basis
to the scotopic sensitivity seen in some patients with CFS and to the syndrome
of autism, attention deficit disorder, attention deficit hyperactivity disorder
and Asperger's syndrome. These exciting results allow us to predict that
similar metabolic disturbances, most likely due to underlying infection will be
found in all non-genetic mental organic diseases.
*Robinson,
G.L. (1990) – An Evaluation of the Irlen Lenses as a Treatment for Specific
Reading Disorders: Commentary on M.M. Cotton and K.M. Evans.
Australian Journal of Psychology, 42, 13 - 15
*Robinson,
G.L. (1993?) - Coloured Lenses and Reading Difficulties: What is Research
Telling Us?
Fine Print. Journal of the Victorian Literacy and Basic Education
Council. Vol.? 16-20 [89 pp7]
Australasian Journal of Special Education 18 (1) pp. 3-14
ABSTRACT The paper reviews investigations on the use of coloured filters in relation to possible causal mechanisms, effects on reading achievement and effects on eye movement. Studies of causes suggest a retinal – sensory after-imaging problem, possibly related to the magnocellular visual neurological pathway. Studies of reading achievement suggest this disability may be one causal factor in reading problems but improvement will be influenced by prior word attack skill and willingness to be involved in reading. Investigation of reading strategies suggest that the claimed reductions in print distortions could allow more reading fluency and enable attention to be directed to meaning rather than word identification, which in turn facilitates access to text context as a supplement to word recognition.
*Robinson,
G.L. (1996) - Scotopic Sensitivity Syndrome and Learning Disabilities: Initial
Results for a Long Term Study of Reading Skills.
Paper presented at the 4th International Irlen conference, New
Orleans, USA. 27-30 June. [78 pp4]
*Robinson,
G.L. (1997) - The Ratio of Males to Females with Literacy/Learning Disabilities:
A Survey of Child and Adult Referrals.
Australian Journal of Learning Disabilities, Vol. 2 No. 3, 7-13 [63
pp7]
*Robinson, G.L., (1998)
The
Familial Incidence of Symptoms of Scotopic Sensitivity/Irlen Syndrome:
A
Review of Two Studies.
Paper presented to the 5th Irlen International Conference, Cambridge, UK. 1-3
July
The Exceptional Child, Vol. 34,
No:1 pp. 65-70.
University of Queensland Press.
ABSTRACT Forty voluntary subjects reporting consistent reading problems were divided into three groups on the basis of an assessment of the degree of scotopic sensitivity. Four speeded visual processing tasks involving word matching and letter and number plastic overlays, one with a colour maximising visual efficiency, one with a colour chosen at random and one with no colour.
It was found that the use of optimal coloured overlays yielded significantly better results on the visual tasks than the other two overlays for subjects with high scotopic sensitivity. Important implications of these results are discussed.
Perceptual and Motor Skills, 79, 467-483
ABSTRACT The effect of tinted non-optical (Irlen) lenses was investigated in this study, with 29 experimental subjects aged between 9 years 1 month and 14 years 9 months, and a control group of 31 subjects aged between 9 years 1 month and 14 years 10 months. Assessment of reading four months after the initial screening found a significant improvement in reading rate and comprehension, but not in accuracy. A significant decrease in the number of pauses while reading was also found for the experimental group, as well as increases in correlation between word repetition and reading rate and accuracy. The experimental group also demonstrated significantly improved scores on an attitude to school tasks scale.
*Robinson,
G.L..W. & Conway, R.N. (1996) - Irlen Lenses and Adults: Preliminary Results of
a Controlled Study of Reading Speed, Accuracy and Comprehension.
Paper presented at the 4th International Irlen conference, New
Orleans, USA. 27-30 June. [77 pp3]
Robinson,
G.L.W. & Conway, R.N.F. (2000)
Irlen Lenses and Adults: A Small Scale Study of Reading Speed, Accuracy,
Comprehension and Self-Image.
Australian Journal of Learning Disabilities.
*Robinson,
G.L. & Foreman, P.J. (1999a) - The Effects of Irlen Coloured Filters on Eye
Movement:
Behavioural Optometry. Vol.7 No.4 5-18 [56 pp14]
*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 [55 pp16]
Summary. The familial incidence of Scotopic Sensitivity/Irlen Syndrome was investigated in two samples. One sample involved parents and siblings of 126 children identified with symptoms who had been referred for screening. The other sample involved parents and siblings of 33 children who had been identified with symptoms through mass screening of all children in Grades 3 to 6 at two local schools. Two different samples were taken to investigate the possibility of parental referral bias. Familial incidence may be inflated in a referred sample because some parents may be aware of their own symptoms and actively seek assistance. For the sample of children referred for screening, there was an 81% chance of either one or both parents showing similar symptoms and a 76% chance of siblings being similarly affected. For the sample of children identified through school screening, there was an 85% chance of either one or both parents showing similar symptoms and a 54% chance of siblings being similarly affected. The data confirm previous estimates of incidence and suggest that Scotopic Sensitivity/Irlen Syndrome may be a genetically-based deficit in visual processing.
*Robinson, G.L., Foreman, P.J., Dear, K.G.B. & Sparkes, D. (2004) – The
Family Incidence of a Visual- Perceptual Subtype of Dyslexia.
In: Focus on Dyslexia Research
ed. Henry D. Tobias pp 27 – 40
The Exceptional Child, 34, pages 65-70.
ABSTRACT Forty volunteers reporting consistent reading problems were divided into three groups on the basis of an assessment of degree of Scotopic sensitivity/Irlen syndrome. Four speeded visual processing tasks involving word matching and letter and number identification were administered to all subjects using three plastic overlays, one of a colour maximizing visual efficiency, one chosen at random and one with no colour. For subjects with high scotopic sensitivity, the use of optimal coloured overlays yielded significantly better results on some visual tasks than the other two overlays. Implications of these findings are discussed.
The Bulletin for Learning Disabilities, 5(1), pages 36-56.
ABSTRACT The incidence of Irlen Syndrome/Scotopic Sensitivity was assessed at high school for year 7 (283) and year 11 (70) from two high schools. Screening was carried out using a version of the Irlen Differential Perceptual Schedule which had been modified for group administration. Results of the screening identified 24% of subjects as having significant symptoms at one high school and 20% of subjects at the other, although these estimates may be elevated because a group rather than individual screening procedure was used. A preliminary assessment of the validity of the screening procedure was undertaken for 13 subjects having a large number of symptoms compared to 13 subjects with few or no symptoms.
*Robinson, G.L., Roberts, T.K. & Dunstan, H. (2007) – Irlen Syndrome:
Important Features, Effects on Reading and Possible Underlying Causes
(Including Immune System Dysfunction).
Paper presented at 9th
International Irlen conference, Auckland, New Zealand. 3-6 January.
Summary,- This study investigated the biological basis of visual processing disabilities in adults with Chronic Fatigue Syndrome. The study involved 61