Presentation

David Tacuri, Marcelo Bernal
University of Cuenca

Abstract

Background: Distortions of visual perception and physical discomfort that cause reading difficulties are some of the characteristics of Irlen syndrome (IS). Research that presents empirical data on reading skills in people with this syndrome is scarce. The main objective of this study was to examine reading skills in students with and without Irlen syndrome to observe if children with SI have poor reading skills. Method: A total of 110 students from the fourth and fifth years of Primary Education (mean age = 8.61 years) participated in this study; 55 with SI (experimental group, GE) and 55 without SI (control group, GC ). The Irlen Reading Perceptual Scale ( IRPS ) was applied to assess Irlen Syndrome and the PROLEC- R Test was used to assess reading processes. Results: The results showed significant differences between the experimental and control group, regarding the reading of words, reading of pseudowords , punctuation marks, sentences, and text comprehension. However, oral comprehension in the auditory modality was not significantly reduced, which would support the idea that the involvement of Irlen Syndrome seems to be related to visual sensory processes. Conclusions: SI participants presented impaired reading processes that could affect general visual comprehension, but not oral reading comprehension. Future research should consider the application of cognitive tests and the use of auditory reading practices to assess reading tasks.

Keywords:reading skills, Irlen , reading comprehension, schoolchildren