Plain English Summary
Background and study aims
Up to half of all children with reading problems find it difficult to see text clearly. Letters appear to blur, glare, go double or move around, and these problems can give them headaches. Previous research has shown that these problems may be due to the poor readers having reduced sensitivity to time varying low−level visual stimuli, for example, moving dots. This sensitivity is important for making visual targets appear stationary despite eye movements and it is controlled by a system of large specialised (magnocellular) neurones in the brain. The development of these neurones have been found to be impaired in many children with reading problems. There are good physiological reasons for supposing that viewing text through either simple blue or yellow coloured filters may improve magnocellular function. We have found that indeed this is so, and that the use of these filters is often followed by rapid reading and spelling progress. However, these claims have been disputed. There is no agreement about whether coloured filters can really help more than a placebo. Here, we will test if simple and cheap blue or yellow filters can really help children with reading difficulties. If so, this low cost technique should be used wherever appropriate, in order to help the 10−20% of primary school children who have great difficulties learning to read.
Who can participate?
Children experiencing reading difficulties
What does the study involve?
The carers of all potential participants attending Dyslexia Research Trust (DRT) clinics are asked to allow their child to take part in the research. The only difference from the routine assessments carried out in the clinics is that each child is treated with blue, grey and then yellow filters in a random order. Upon arrival at the DRT, we discuss the study with them, ensure that both the child and carer understand why we are doing the study, what we hope to find, what will be expected of them and ask them to sign a consent form. Psychometric assessments (pen and paper tests) are carried out along with a visual assessment, clinical tests of vision and recordings of the movement of eyes. Following completion of these tests each child is given an envelope containing either yellow, grey or blue filters. This envelope is not to be opened until they leave the clinic to ensure that the researchers do not know which colour the child received. At a second appointment after 3 months, the filters will be swapped to another colour. The researchers will be blind to the colour the child receives at any of the follow ups. To assess the effects of the yellow, grey and blue lenses the children are further assessed at 3, 6 and 9 months when all the psychometric and visual assessments are retested. We ask the participants not to disclose the colour of the filter they have received to the researchers . Only at the end of the fourth and final assessment are researchers told treatment order, once the participant has finished the study.
What are the possible benefits and risks of participating?
None of the colours are likely to harm the children in any way and the reading of the majority of them is likely to be helped by one or another colour.
Where is the study run from?
The Dyslexia Research Trust clinic (Reading)
When is the study starting and how long is it expected to run for?
October 2014 to October 2019
Who is funding the study?
Dyslexia Research Trust (UK)
Who is the main contact?
Professor John Stein
john.stein@dpag.ox.ac.uk
Trial website
Contact information
Type
Scientific
Primary contact
Prof John Stein
ORCID ID
Contact details
DPAG
Sherrington bdg.
Oxford
OX1 3PT
United Kingdom
44-1865-272552
john.stein@dpag.ox.ac.uk
Additional identifiers
EudraCT number
ClinicalTrials.gov number
Protocol/serial number
REWBYF 1.3
Study information
Scientific title
The effect of wearing yellow or blue filters on reading and spelling ability: a randomised controlled trial
Acronym
REading With Blue or Yellow Filters (REWBYF)
Study hypothesis
Can wearing yellow or blue filters help some children to learn to read
Ethics approval
University of Oxford Medical Sciences Inter Divisional Research Ethics Committee, 29/10/2014, ref: MSD-IDREC-C2-2014-024
Study design
Randomised controlled trial of yellow, blue or placebo filters in up to 200 7-11 yr old children to determine whether the coloured filter appropriate for their visual reading symptoms can help them to learn to read.
Primary study design
Interventional
Secondary study design
Randomised controlled trial
Trial setting
Other
Trial type
Treatment
Patient information sheet
Please contact Professor Stein for patient information sheets
Condition
Backward reading (dyslexia)
Intervention
Viewing text through yellow, blue or placebo grey filters
Intervention type
Device
Phase
Drug names
Primary outcome measure
Reading and spelling changes
To be assessed at 3, 6 and 9 months
Secondary outcome measures
1. BAS matrices
2. Recall of digits
3. Similarities changes
4. Visual symptom changes
5. Random dot motion sensitivity changes
To be assessed at 3, 6 and 9 months
Overall trial start date
29/10/2014
Overall trial end date
28/10/2019
Reason abandoned (if study stopped)
Eligibility
Participant inclusion criteria
Children experiencing reading difficulties
Participant type
Healthy volunteer
Age group
Child
Gender
Both
Target number of participants
200
Participant exclusion criteria
1. Not fluent in English
2. Any diagnosed medical condition
Recruitment start date
30/10/2014
Recruitment end date
28/10/2019
Locations
Countries of recruitment
United Kingdom
Trial participating centre
Dyslexia Research Trust clinic
179a Oxford Road
Reading
RG1 7UZ
United Kingdom
Sponsor information
Organisation
U. Oxford
Sponsor details
Wellington Sq
Oxford
OX1 2JD
United Kingdom
44-1865-270014
admin@ox.ac.uk
Sponsor type
University/education
Website
Funders
Funder type
Not defined
Funder name
Dyslexia Research Trust (UK)
Alternative name(s)
Funding Body Type
Funding Body Subtype
Location
Results and Publications
Publication and dissemination plan
Publication in neuroscience and educational journals and on DRT website
Intention to publish date
Participant level data
Available on request
Basic results (scientific)
Publication list