Meares-Irlen/Visual Stress Syndrome, Classroom Fluorescent Lighting and Reading Difficulties: A Review of the Literature

Abstract

A key stimulus behind the present review has been the growing debate among educational researchers, politicians, and the general public concerning apparent declines in the literacy and numeracy levels of school students. Recent years have also witnessed a plethora of research by educational psychologists investigating the underlying causes of key learning disorders. Most such studies have primarily focused upon reading and writing deficits in children with developmental dyslexia and/or Attention-Deficit/Hyperactivity Disorder (ADHD), with others examining the respective incidences of these well-publicised disorders. At the same time, the very common visual processing disorder Meares-Irlen/Visual Stress Syndrome, which can also cause reading, writing, and attention problems, has been grossly under-researched. Although there remains some controversy surrounding this condition, there is sufficient evidence indicating that its prevalence exceeds those of dyslexia and ADHD combined. Thus, this review evaluates the latent role that Meares-Irlen/Visual Stress Syndrome may play in overall literacy and numeracy statistics, and whether increasingly brighter fluorescent lighting and visual media in school classrooms may be enhancing that contribution. To explore these issues further; the review also examines the literature relating to both recent and long term trends in the literacy and numeracy levels of school students.