Executive Summary
This report presents the findings of an independent evaluation of Let’s Talk Reading’s (LTR) Irlen Syndrome screening trial, conducted across four primary schools in Ipswich. The evaluation explores the effectiveness of early screening for visual stress and its potential to improve literacy outcomes for children in disadvantaged communities. It also draws on a comprehensive literature review to contextualise the trial within broader research on reading difficulties, early intervention, and educational equity.
Background and Rationale
LTR is a Suffolk-based charity committed to tackling low literacy rates through targeted, community-based interventions. With a focus on the most deprived areas of Ipswich, LTR delivers programmes across the life course from early years to adulthood. This report focuses on their school-age strand, particularly the implementation of Irlen Syndrome screening as a tool for identifying hidden barriers to reading.
Reading is a foundational skill that underpins academic success and lifelong opportunity. However, too many children face challenges in acquiring literacy due to neurodevelopmental conditions such as dyslexia, Irlen Syndrome, developmental language disorder (DLD), ADHD, and autism spectrum disorder (ASD). These conditions often go undiagnosed, particularly in schools serving disadvantaged populations, where access to specialist assessment is limited.
LTR’s screening trial aimed to address this gap by embedding Irlen screening within schools, training staff, and providing immediate support to children identified with visual stress.

Key Findings
From the Literature
• Dyslexia affects around 10% of the population and is characterised by persistent difficulties in phonological processing and decoding. Early identification is critical, yet many children remain undiagnosed due to inconsistent screening practices.
• Irlen Syndrome is a perceptual processing disorder that affects visual comfort and reading fluency. While the evidence base is mixed, many children report significant improvements with coloured overlays or tinted lenses.
• Other developmental conditions, including DLD, ADHD, ASD, and DCD, can also impact reading through deficits in attention, language, and executive function.
• Socioeconomic disadvantage is a major predictor of poor literacy outcomes. Children from low-income households are less likely to receive early intervention and more likely to attend under-resourced schools.
• Early screening and intervention are consistently shown to improve reading outcomes and reduce long-term educational and economic disparities.
From the Screening Trial
• High prevalence of Irlen Syndrome: Of the 88 children screened, 77 (87%) were identified as experiencing visual stress. This validates staff concerns and highlights the extent of undiagnosed need.
• Immediate support provided: All identified children received overlays, information for families, and access to further diagnostic services. Schools were given funding to purchase coloured paper and overlays.
• Equity in access to lenses: LTR fully funded tinted lenses for 15 children, partially funded 2 more, and supported families in accessing alternative funding.
• Capacity building: Seven school staff members were trained as screeners, and all schools received whole-staff awareness training, embedding sustainable capacity for future screening.
• Positive feedback: Schools and families reported improvements in reading engagement, comfort, and confidence. While qualitative, these outcomes suggest meaningful educational impact.
• Targeted support in high-need schools: The trial focused on schools with high levels of SEND, FSM, and EAL, demonstrating the model’s potential to promote educational equity.

Conclusions
The findings from both the literature and the trial converge on a clear conclusion: early, targeted screening for reading-related conditions is essential to improving literacy outcomes, particularly in disadvantaged communities. The trial has shown that Irlen screening can be implemented effectively and sustainably within schools, with modest investment and strong staff engagement.
However, the broader landscape of screening in the UK remains fragmented. There is no national strategy for the systematic identification of dyslexia, Irlen Syndrome, or related conditions. This contributes to significant disparities in access to support and undermines efforts to close the attainment gap.
LTR’s model offers a scalable, cost-effective blueprint for addressing this gap. By embedding screening within schools, training staff, and providing immediate support, LTR has demonstrated how early intervention can remove hidden barriers to learning and promote long-term educational success.