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An Experimental Study of Scotopic Sensitivity Irlen Syndrome in Learning Disabled Students

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An Experimental Study of Scotopic Sensitivity Irlen Syndrome in Learning Disabled Students Portland State University PDXScholar Dissertations and Theses Dissertations and Theses 1994 An Experimental Study of Scotopic Sensitivity Irlen Syndrome in Learning Disabled Students Kathleen Hickam Farber Portland State University Follow this and additional works at: https://pdxscholar.library.pdx.edu/open_access_etds Part of the Disability and Equity in Education Commons Let us know how access to this document benefits ou.y Recommended Citation Farber, Kathleen Hickam, "An Experimental Study of Scotopic Sensitivity Irlen Syndrome in Learning Disabled Students" (1994). Dissertations and Theses. Paper 1329. https://doi.org/10.15760/etd.1328 This Dissertation is brought to you for free and open access. It has been accepted for inclusion in Dissertations and Theses by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. AN EXPERIMENTAL STUDY OF SCOTOPIC SENSITIVITY/IRLEN SYNDROME IN LEARNING DISABLED STUDENTS by KATHLEEN HICKAM FARBER A dissertation submitted in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION in EDUCATIONAL LEADERSHIP: ADMINISTRATION AND SUPERVISION Portland State University ~1994 DISSERTATION APPROVAL The abstract and dissertation of Kathleen Hickam Farber for the Doctor of Education in Educational Leadership: Administration and Supervision were presented May 18, 1994, and accepted by the dissertation committee and the doctoral program. COMMITTEE APPROVALS: _ _ Dr. David Df. Sorca M. O'Connor Dr. Jane H. Arends Dr. Cathleen L. Smith Representative of the Office of GradU~e Studies DOCTORAl, PROGRAM APPROVAL, Dean School of Education *********************************************************************** ACCEPTED FOR PORTLAND STATE UNIVERSITY BY THE LIBRARY ABSTRACT An abstract of the dissertation of Kathleen Hickam Farber for the Doctor of Education in Educational Leadership: Administration and Supervision presented May 18, 1994. Title: An Experimental Study of Scotopic sensitivity/lrlen Syndrome in Learning Disabled Students This study examined the effect on reading performance of a controversial treatment for a dysfunction of visual perception known as Scotopic sensitivity/lrlen Syndrome. The treatment, referred to as spectral modification, involved the use of colored transparent overlays for reading by four elementary school children in their actual school environments. The diagnostic, prescriptive and remediation procedures used in this study were originally developed by Helen Irlen, a California psychologist and researcher. Irlen conceptualized Scotopic Sensitivity Syndrome as a difficulty in visual processing of the printed page when perceived through full spectrum light. Spectral modification techniques were considered controversial in that they were employed prior to scientific validation of the syndrome. Previous research used pre-test/post-test experimental designs to test the effect of spectral modification on reading performance. The 2 research problem addressed here was that the technique had not been systematically examined over time in the school setting, and from the practitioner's point of view. Sample selection involved pre-screening and screening phases. The pre-screening procedures of teacher recommendation and file review resulted in a pool of 26 children who were screened with the Irlen Differential Perceptual Interview Survey. Four subjects were selected who were in separate school settings, who demonstrated Irlen Syndrome to a significant extent, and whose profiles did not present variables which would compromise their participation. These four underwent comprehensive vision evaluations as a preliminary assessment procedure. A four-strand single-subject experimental design was used to generate data on subjects' rate and accuracy of oral reading, and comprehension of silent reading. Performance changes during experimental reading trials varied between the four, although three subjects exhibited positive performance change on one indicator. A supporting procedure was that sUbjects were pre and post-tested on the three performance indicators. Post-test results corroborated the changes demonstrated by three sUbjects. Interview formats were employed to obtain qualitative data from teachers, parents, and the subjects themselves. Recommendations for practitioners intending to implement spectral modification techniques were generated from this data. ACKNOWLEDGEMENTS Special education teachers, classroom teachers, building administrators, and media specialists in the schools from which subjects were selected provided valuable support and assistance. The researcher is grateful for their contributions, although the provision of subject confidentiality prevents the identification of persons directly associated with school sites. Acknowledgement of contributions is extended to the following representatives of Portland Public Schools. Dr. Jane Arends, Department of Research and Evaluation Diana Thompson, Department of Research and Evaluation Vicky Wiley, Department of Research and Evaluation Ron Reilly, Director of Instruction for Area II Elleen Deck, Coordinator of Special Education for Area II Julie Haggerty, Coordinator of Reading Recovery Special acknowledgement must also be extended to the four subjects and their parents: for assuming the risk of trying an innovative treatment, and for conscientious adherence to the research procedures. TABLE OF CONTENTS PAGE ACKNOWLEDGEMENTS • ii LIST OF TABLES •• . viii LIST OF FIGURES x CHAPTER I INTRODUCTION 1 Purpose of the Study 1 Scotopic Sensitivity/Irlen Syndrome 3 History symptoms Specific Learning Disability, Reading Disability and Dyslexia 6 Research Problem 8 Research Questions 9 II REVIEW OF THE LITERATURE 11 The Irlen Institute •. 11 Scope of the Review . 13 Theoretical Basis for Irlen Syndrome 14 Efficacy of the Diagnostic Procedure 19 Prevalence of Irlen Syndrome 22 Applied Research on Treatment of Irlen Syndrome •..• 23 Origin of Applied Studies olive Meares iv Studies Originating in Education and Psychology Studies originating in optometry and Ophthalmology Toward Interdisciplinary Cooperation Interdisciplinary Studies Applications to the Current Study 45 III METHODOLOGY 49 Design •• 49 Rationale for Single Group Design Maturational Factors Dependent Variable Indicators Multiple Baseline sequencing Procedural Guidelines Additional Control Factors sample Selection Procedures 60 Criteria for Selecting Schools Procedure for Selecting Schools and Teachers Subject Characteristics Pre-screening Procedures • 66 Parent Involvement • 67 Screening Procedures •• 68 Final SUbject Selection 70 Vision Examination •• 71 Pre-Testing Procedures 72 Interval Measurement Procedures. • 73 Selection of Reading Material Subject Orientation Trial Environment Trial Process and Sequencing Text Format Interview and Observational Procedures 81 Weekly Subje~t Interview Parent and Teacher Interviews On-Going Teacher Observation v Miscellaneous support Procedures •••••• •• 84 Provision of Materials Subject Reading Log Time Parameters IV RESULTS 86 pre-Screening Outcome. • 86 Itinerant Program Characteristics: Elementary Elementary Student Characteristics High School participation Itinerant Program Characteristics: High School High School Student Characteristics Attribute Deviations Teacher Observation of Irlen Syndrome symptoms Screening Results 93 Selection of Four Subjects Subject Screening Profiles Adjunct Screening Activities Summary of Subject Attribute Status 103 Learning Objectives in Special Education and Mainstream Classrooms • ••• .• 106 Results of Vision Examinations 107 Visual Functioning: Jeremy Visual Functioning: Jered Visual Functioning: Samantha Visual Functioning: Melissa Commonalities in Visual Functioning Historical Achievement Test Data 112 Previous Growth: Jeremy Previous Growth: Jered Previous Growth: Samantha Previous Growth: Melissa Portland Achievement Letter Test (PALT) Pre-Test Results •••• 114 Letter Recognition Word Recognition and Oral Reading vi Reading Trial Results--Jeremy ••.•••. •• 117 Graphic Data Analysis Baseline Phase Intervention Phase Post-Intervention Trials Conclusions Reading Trial Results--Jered •••••••• •• 122 Graphic Data Analysis Baseline Phase Intervention Phase Conclusions Reading Trial Results--S&nantha. 126 Graphic Data Analysis Baseline Phase Intervention Phase Conclusions Reading Trial Results--Melissa 130 Graphic Data Analysis Baseline Phase Intervention Phase Post-Intervention Trials Conclusions Procedural Adjustments 136 Taping of Oral Reading Reading Material Post-Test Results 138 Portland Achievement Levels Test Word Recognition Oral Reading Interview and Observational Data •••••• •• 141 Use of Colored Paper Observed Performance Changes: Jeremy Observed Performance Changes: Jered Observed Performance Changes: Samantha Observed Performance Changes: Melissa Personal History Factors 149 Influences Within School Environment External Influences vii Generalizations Based on Interview and Observation ••••••••• 154 v DISCUSSION 156 Specific Contributions of the Dissertation • 158 Changes in Reading Performance Relationship of Performance Changes to Use of Overlays Interaction of Optometric and spectral Intervention Recommendations for Practitioners Experimenter Effect 170 Jeremy Jered Samantha Melissa Conclusions Recommendations for Future Research. 177 Conclusions 180 REFERENCES •••••••.••••••••••••••••• •• 183 APPENDICES A PRE-SCREENING MATERIALS 188 B PERMISSION AND CONSENT DOCUMENTS 192 C SCREENING REPORT FORM.
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