On the Role of Color in Reading and Comprehension Tasks in Dyslexic Children and Adults

We investigated the effect of chromatic variations on the reading process with normal and dyslexic readers. We demonstrate that color can induce wholeness, parts-whole organization and phenomenal fragmentation during reading and comprehension tasks within written texts made up of words and non-words in the following conditions: monochromatic (the whole text colored with only one color), word (each word colored in different color), half word (half word colored with a color different from the one of the second half), syllable (every syllable colored with a different color) and letter (each letter with a different color). The dependent variables considered were reading time, reading errors and incorrect answers to a comprehension test. The main results demonstrated that these parameters of reading performance are all influenced by the five aforementioned chromatic conditions. These outcomes manifest similar trends in four groups of readers: children and adults combined with normal or dyslexic readers. Possible applied research and clinical applications are discussed together with some basic questions related to color vision suggesting that the main purposes of color for living beings is to generate wholeness, parts-whole organization and perceptual segmentation.