Colored overlays for visual perceptual deficits in children with reading disability and attention deficit hyperactivity disorder: Are they differentially effective?

The Transient Channel Deficit (TCD) model of reading disability was evaluat ed by examining the effects of color overlays on the reading ability of fou r groups of children (n = 15 each) with reading disability and comorbid con ditions involving math and ADHD. These 60 children were evaluated for readi ng accuracy and rate on measures of word decoding and reading comprehension under three color transparency conditions (blue, red, no overlay). Results indicated that color overlays did not differentially affect the reading pe rformance of individuals with and without reading disabilities. However, bl ue transparencies significantly improved reading comprehension in all group s, and reduced reading rate. These findings indicate that the TCD model may need to be reexamined. An alternative hypothesis for the observed effects, involving facilitation of attention processes, was posited.