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Australian Journal of Psychology Volume 45, 1993 - Issue 3
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Original Articles

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

Frances Martin University of Tasmania
,
Brian Mackenzie University of Tasmania
,
William Lovegrove University of Wollongong
&
Donald McNicol University of Sydney
Pages 141-150 | Published online: 27 Sep 2007

Citations (18)

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Read on this site (6)

Jeanne Noble, Michelle Orton, Sandra Irlen & Greg Robinson. (2004) A controlled field study of the use of coloured overlays on reading achievement. Australian Journal of Learning Disabilities 9:2, pages 14-22.
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G. L. Robinson & P. R. Whiting. (2003) The interpretation of emotion from facial expression for children with visual processing problems. Australasian Journal of Special Education 27:2, pages 50-67.
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L. Croyle. (1998) Rate of reading, visual processing, colour and contrast. Australian Journal of Learning Disabilities 3:3, pages 13-21.
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G.L. Robinson. (1997) The ratio of males to females with literacy/learning disabilities: A survey of child and adult referrals. Australian Journal of Learning Disabilities 2:3, pages 7-13.
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Helen Irlen & GregoryL. Robinson. (1996) The effect of Irlen coloured filters on adult perception of workplace performance‐ A preliminary survey. Australian Journal of Learning Disabilities 1:3, pages 7-16.
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G.L. Robinson. (1994) Coloured lenses and reading: A review of research into reading achievement, reading strategies and causal mechanisms. Australasian Journal of Special Education 18:1, pages 3-14.
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Articles from other publishers (12)

Arnold J. Wilkins & Bruce J. W. EvansArnold J. Wilkins & Bruce J. W. Evans. 2022. Vision, Reading Difficulties, and Visual Stress. Vision, Reading Difficulties, and Visual Stress 195 224 .
Arnold J. Wilkins & Bruce J. W. EvansArnold J. Wilkins & Bruce J. W. Evans. 2022. Vision, Reading Difficulties, and Visual Stress. Vision, Reading Difficulties, and Visual Stress 99 141 .
Scott L. Decker & Jessica C. Luedke. (2021) Evidence-Based Use of Cognitive Testing for Academic Interventions: A Critical Appraisal of Meta-Analytic Methodologies. Frontiers in Education 6.
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Jordan Da Silva Miyasaka, Raphael V. Gonzaga Vieira, Elaine Shizue Novalo-Goto, Erik Montagna & Rubens Wajnsztejn. (2019) Irlen syndrome: systematic review and level of evidence analysis. Arquivos de Neuro-Psiquiatria 77:3, pages 194-207.
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Philip G. Griffiths, Robert H. Taylor, Lisa M. Henderson & Brendan T. Barrett. (2016) The effect of coloured overlays and lenses on reading: a systematic review of the literature. Ophthalmic and Physiological Optics 36:5, pages 519-544.
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Devin M. Kearns & Douglas Fuchs. (2018) Does Cognitively Focused Instruction Improve the Academic Performance of Low-Achieving Students?. Exceptional Children 79:3, pages 263-290.
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C. Mitchell, D. Mansfield & S. Rautenbach. (2008) Coloured Filters and Reading Accuracy, Comprehension and Rate: A Placebo-Controlled Study. Perceptual and Motor Skills 106:2, pages 517-532.
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G. L. Robinson & P. R. Whiting. (2016) The Interpretation of Emotion from Facial Expression for Children with Visual Processing Problems. Australasian Journal of Special Education 27:2, pages 50-67.
Crossref
Gregory L. Robinson & Robert N.F. Conway. (2000) Irlen lenses & adults a small scale study of reading speed, accuracy, comprehension & self‐image. Australian Journal of Learning Disabilities 5:1, pages 4-13.
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G. L. Robinson & P. J. Foreman. (2016) 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 89:1, pages 83-113.
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G. L. Robinson & P. J. Foreman. (2016) Scotopic Sensitivity/Irlen Syndrome and the Use of Coloured Filters: A Long-Term Placebo-Controlled Study of Reading Strategies Using Analysis of Miscue. Perceptual and Motor Skills 88:1, pages 35-52.
Crossref
G.L. Robinson. (2016) Coloured Lenses and Reading: A Review of Research into Reading Achievement, Reading Strategies and Causal Mechanisms. Australasian Journal of Special Education 18:1, pages 3-14.
Crossref

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