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A systematic review of controlled trials on visual stress using Intuitive Overlays or the Intuitive Colorimeter
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Abstract:
Claims that coloured filters aid reading date back 200 years and remain controversial. Some claims, for example, that more than 10% of the general population and 50% of people with dyslexia would benefit from coloured filters lack sound evidence and face validity. Publications with such claims typically cite research using methods that have not been described in the scientific literature and lack a sound aetiological framework. Notwithstanding these criticisms, some researchers have used more rigorous selection criteria and methods of prescribing coloured filters that were developed at a UK Medical Research Council unit and which have been fully described in the scientific literature. We review this research and disconfirm many of the more extreme claims surrounding this topic. This literature indicates that a minority subset of dyslexics (circa 20%) may have a condition described as visual stress which most likely results from a hyperexcitability of the visual cortex. Visual stress is characterised by symptoms of visual perceptual distortions, headaches, and eyestrain when viewing repetitive patterns, including lines of text. This review indicates that visual stress is distinct from, although sometimes co-occurs with, dyslexia. Individually prescribed coloured filters have been shown to improve reading performance in people with visual stress, but are unlikely to influence the phonological and memory deficits associated with dyslexia and therefore are not a treatment for dyslexia. This review concludes that larger and rigorous randomised controlled trials of interventions for visual stress are required. Improvements in the diagnosis of the condition are also a priority.
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URL: https://arro.anglia.ac.uk/id/eprint/700857/
https://doi.org/10.1016/j.optom.2016.04.002
https://arro.anglia.ac.uk/id/eprint/700857/1/S1888429616300073_S300_en-2.pdf
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No Child Left Behind: Repealing and “Unpeeling” Federal Language Education Policy in the United States
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In: GSE Faculty Research (2005)
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Teacher and Peer Response as a Source of Negative Evidence to L2 Learners in Content-Based and Grammar-Based Classroom Activities
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In: Working Papers in Educational Linguistics (WPEL) (2000)
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The Six Nation Education Research Project The United States: A Country Report - Language Education of Language Minority Students in the United States
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In: Working Papers in Educational Linguistics (WPEL) (1999)
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