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Abstract
Dyslexia, or specific reading disability, is one of the more puzzling aspects of human development. It is a condition, often ill-defined, which has no agreed cause. This paper examines the evidence for the Irlen lens treatment for dyslexia. The theory behind the practice is rejected on the grounds of imprecision, inaccuracy, and inconsistency with other knowledge about dyslexia. The empirical evidence is found wanting in terms of clear results from methodologically valid studies. A hypothesis to explain the positive subjective effects of coloured lenses is suggested, based on the relationship between mood and colour. The importance of psychologists using the scientist-practitioner model to evaluate new therapies is stressed.