Síndrome Irlen, uso de transparencias de color y mejoras de la lectura en escolares urbanos de Cuenca.

Abstract

Objective: To determine whether the use of color transparencies helps improve reading eliminating visual perceptual distortions, physical discomfort when reading, and Irlen syndrome symptomatology. Materials and Methods: A quasi-experimental study about effects of Irlen® Method - use of color – was made in sixty-one students from fourth graders in urban schools in Cuenca, which were identified as severe in the range of Irlen in a previous study of prevalence. The participants were evaluated through new observations, interviews and four Irlen Reading Perceptual Scale tests. Central tendency measures and percentages were used for data analysis. Results: The Improvements in reading due to the use of color in a significant range were: 1) 59% comfort; 2) 37.7% less blurry; 3) 41% less stress and fatigue; 4) 45.9% more confidence and fluency when reading; 5) 34.4% fewer movements on the page; 6) 31.2% elimination of distortions; 7) 13.1% fewer errors when reading; 8) 9.8% improvement in the limited space; 9) 8.2% in limited attention; and 10) 1.6% improvement in reading comprehension. Conclusion: The use of color transparencies partially helps to eliminate some visual perceptual distortions and physical discomfort when reading which facilitates the reading process