Colored Overlays
A strategy for students with visual stress or dyslexia
Colored overlays are simply tinted sheets of acetate plastic that students place over text
to reduce visual stress. Other methods of implementing colored overlays include tinted
lenses worn by students, tinted films for computer screens, and simply using colored
paper instead of white paper.
Research has shown that students diagnosed with visual stress and dyslexia can improve
reading speed and comprehension by using colored overlays (Bouldoukian, Wilkins, &
Evans, 2202). In some studies, control groups of students without either diagnosis have
also shown small improvements in both speed and comprehension when using colored
overlays, so additional students may benefit from the use of colored overlays in an
inclusion class (Evans & Allen, 2016).
The exact mechanism by which colored overlays work is still unclear. Hypotheses for the
effect include ameliorating the sensory overstimulation of highly contrasting black-and-
white text, reducing visual distortions, and the simple placebo effect.
Note: Colored overlays have not been conclusively proven to treat visual stress or
dyslexia. The actual effect size in most studies was small, and even these results may be
due to the placebo effect (Griffiths, Taylor, Henderson, & Barrett, 2016; Henderson,
Tsgoka, & Snowling, 2013). The American Academy of Pediatrics, American Academy of
Ophthalmology, and several other professional organizations officially do not endorse
colored overlays and actually caution against their recommendation because of the lack
of scientific evidence (American Academy of Pediatrics, 2009).
In the classroom:
Students can be issued their own colored overlays in a preferred color or an entire set in a range of colors. The acetate sheets
can also be trimmed down to be more discrete, which may make students more likely to accept the strategy.
Alternatively, assignments and other texts can be printed on colored paper. Colored copies can be provided for all students,
regardless of diagnosis.
References Options for
American Academy of Pediatrics. (2009). Learning Disabilities, Dyslexia, and Vision. Pediatrics, 124(2). implementation:
https://doi.org/10.1542/peds.2009-1445
Sheets of colored
Evans, B. J. W., & Allen, P. M. (2016). A systematic review of controlled trials on visual stress using plastic
intuitive overlays or the intuitive colorimeter. Journal of Optometry, 9(4), 205-218. Tinted lenses
https://doi.org/10.1016/j.optom.2016.04.002 Using colored paper
Griffiths, P. G., Taylor, R. H., Henderson, L. M., & Barrett, B. T. (2016). The effect of coloured overlays instead of white paper
and lenses on reading: A systematic review of the literature. Ophthalmic & Physiological
Optics, 36(5), 519-544. https://doi.org/10.1111/opo.12316
Populations:
Henderson, L. M., Tsgoka, N., & Snowling, M. J. (2013). Questioning the benefits that coloured
overlays can have for reading in students with and without dyslexia. Journal of Research in Students diagnosed
Special Educational Needs, 13(1), 57-65. https://doi.org/10.1111/j.1471-3802.2012.01237.x with visual stress
Students with dyslexia
McCardle, P., Mele-McCarthy, J., Cutting, L., Leos, K., & D’Emilion, T. (2005). Learning disabilities in
Students who complain
English language learners: Identifying the issues. Learning Disabilities Research & Practice, of headaches or
20(1), 1-5. difficulty seeing words
Ritchie, S. J., Sala, S. D., & McIntosh, R. D. (2012). Irlen colored filters in the classroom: A 1-year on the page
follow-up. Intertentional Mind, Brain, and Education Society, 6(2), 74-80. Students with ADHD
Uccula, A., Enna, M., & Mulatti, C. (2014). Colors, colored overlays, and reading skills. Frontiers in Students who are
learning English as a
Psychology, 5(833), 1-4. https://doi.org/10.3389/fpsyg.2014.00833
second language
