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Information for Teachers
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Modify the Learning Environment. Preferred style of learning - usually kinesthetic and auditory. Narrow visual span means, the whole word method doesn't work. Teachers can help children with Irlen Syndrome by focusing on phonemic awareness, word attack, decoding skills, comprehension skills and bi-lateral co-ordination, such as ball skills etc. AAIC Brief Research Summary Synopsis: Summary of Irlen research to December 2004. Source: Australasian Association of Irlen Consultants Inc. 2004. Authors: Robinson, G.L. and Whiting P.R. Recommended Publications Synopsis: List of selected publications useful in the research and application of Irlen Syndrome. Source: Irlen Institute. Authors: Irlen, H., Stone, R., Smith, S., et al. How Teachers Can Help Synopsis: Simple modifications to the classroom environment that will make learning easier for students with Irlen Syndrome. Source: Irlen Dyslexia Centre, Burwood, NSW. Authors: Thomas, G., and Thomas, D. Irlen Filters: How they may assist reading and learning to read Synopsis: Outlines the likely benefits and the constraints on reading improvement once Irlen filters are found to be potentially helpful to a student's reading. Source: University of Newcastle, Special Education Centre. Author: Robinson, G.L. Irlen coloured lenses for reading: A six year follow-up Synopsis: 94% of wearers of Irlen filters reported ongoing improvements after six years. These results are compared with other studies. Source: Australian Journal of Remedial Education 26,3 133-18 (Now The Australian Journal of Learning Disabilities.) Authors: Whiting, Robinson & Parrott A Controlled Field Study of the use of coloured overlays on reading achievement Synopsis: 71 Third Grade students in 2 US schools identified as having Irlen Syndrome were subject to immediate and delayed treatment with Irlen filters, and their improvements measured for rate, accuracy and comprehension. Improvements over 3 months were between 1.5 years and 2.7 years, with a plateau effect thereafter for one group. Source: Australian Journal of Learning Disabilities 9,2, June 2004, 14-22. Authors: Noble, Orton, Irlen & Robinson The incidence of symptoms of scotopic sensitivity syndrome in a sample of Australian and New Zealand schools Synopsis: Identified 12.5% of 856 school children as having "good" symptoms of SSS, and 8.5% as having "excellent" symptoms. Strong tendency for low teacher estimates of literacy competence and school achievement to be associated with such symptoms. Robinson, Hopkins & Davies found that 22% of 350 secondary school students in years 7 and 11 seemed to have significant symptoms of Irlen Syndrome. Source/Authors: Robinson, G.L., Hobbs, M., Thomas, G., Freney, P., & Wilson, E. Unpublished paper. See also Robinson, G.L., Hopkins, B., & Davies, T., (1995) The incidence of scotopic sensitivity syndrome in secondary school populations: A prelimary survey. The Bulletin of Learning Disabilities 5(1), 36-56 and Robinson G.L., Foreman, P.J., & Dear. K., (1996) The familial incidence of scotopic sensitivity. Perceptual and Motor Skills 83, 1043-1055, |