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Determining effectiveness of color o...

Shortt, Ian James.

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Determining effectiveness of color overlay intervention for Scotopic Sensitivity Irlen Syndrome in high school students with learning disabilities in reading.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Determining effectiveness of color overlay intervention for Scotopic Sensitivity Irlen Syndrome in high school students with learning disabilities in reading./
作者:	Shortt, Ian James.
面頁冊數:	137 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-05(E), Section: A.
Contained By:	Dissertation Abstracts International78-05A(E).
標題:	Special education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10182461
ISBN:	9781369308051

Determining effectiveness of color overlay intervention for Scotopic Sensitivity Irlen Syndrome in high school students with learning disabilities in reading.
Shortt, Ian James.

Determining effectiveness of color overlay intervention for Scotopic Sensitivity Irlen Syndrome in high school students with learning disabilities in reading. - 137 p.

Source: Dissertation Abstracts International, Volume: 78-05(E), Section: A.

Thesis (D.Ed.)--Indiana University of Pennsylvania, 2016.

The purpose behind this quantitative research study was to test the effectiveness of color overlay intervention for high school students with learning disabilities in reading. The problem this study sought to address is that some students complain that reading is a difficult or even painful task and a possible solution, color overlay intervention, has been demonstrated with inconsistent and even contradictory results leading to conflicting opinions on the effectiveness of treating reading problems with colored overlays. This research study was based on the consideration that since the early 1980s various studies have focused on the effectiveness of color overlay intervention as advocated by Helen Irlen (Irlen, 1994) and Olive Meares (Educational-Psychologist, 2016) for the condition known as Scotopic Sensitivity Irlen Syndrome (SSIS). Irlen (Irlen, 1994) has claimed that colored overlays may alleviate a variety of conditions related to poor reading. This study focused on applying colored overlay intervention to a group of 12 high school students, all of whom were identified as having reading related learning disabilities. Each participant was tested for decoding, fluency, and comprehension. The participants served as their own control and experimental groups as each were tested twice, once without the color overlay and once with, using different test versions, and then their scores were compared.

ISBN: 9781369308051Subjects--Topical Terms:

516693
Special education.

Determining effectiveness of color overlay intervention for Scotopic Sensitivity Irlen Syndrome in high school students with learning disabilities in reading.
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245 1 0 $a Determining effectiveness of color overlay intervention for Scotopic Sensitivity Irlen Syndrome in high school students with learning disabilities in reading.
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500 $a Adviser: DeAnna Laverick.
502 $a Thesis (D.Ed.)--Indiana University of Pennsylvania, 2016.
520 $a The purpose behind this quantitative research study was to test the effectiveness of color overlay intervention for high school students with learning disabilities in reading. The problem this study sought to address is that some students complain that reading is a difficult or even painful task and a possible solution, color overlay intervention, has been demonstrated with inconsistent and even contradictory results leading to conflicting opinions on the effectiveness of treating reading problems with colored overlays. This research study was based on the consideration that since the early 1980s various studies have focused on the effectiveness of color overlay intervention as advocated by Helen Irlen (Irlen, 1994) and Olive Meares (Educational-Psychologist, 2016) for the condition known as Scotopic Sensitivity Irlen Syndrome (SSIS). Irlen (Irlen, 1994) has claimed that colored overlays may alleviate a variety of conditions related to poor reading. This study focused on applying colored overlay intervention to a group of 12 high school students, all of whom were identified as having reading related learning disabilities. Each participant was tested for decoding, fluency, and comprehension. The participants served as their own control and experimental groups as each were tested twice, once without the color overlay and once with, using different test versions, and then their scores were compared.
520 $a Results of the intervention indicated a significant increase for the group in decoding but no change for fluency or comprehension. As per individual results, three of the participants increased their scores in fluency. Four of the participants increased their scores in decoding, the area with the most individual increases. Two of the participants increased their scores in comprehension. One of the participants increased in both decoding and fluency. The study concludes that the intervention was successful for 75% of the participants in at least one area and the group increased overall in decoding.
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