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BYRON HARRISON |
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Byron Harrison originally trained as an optometrist
but having a son with reading problems changed his
life. His original interest was in visual
attention, eye movements and perceptual training
but his need to objectively measure improvements in
reading performance lead him to develop diagnostic
software. He is Managing Director of Visual
Attention Span (VAS) Theory, described by Britain's
leading Educational Psychologist Martin Turner as
'The Most Exciting Development in Literacy in a
Decade'. He went on to develop the largest
optometric, paediatric practice in Tasmania. He is
data-driven and his detailed evidence of widespread
reading deficits led him to begin lecturing.
He has written papers and lectured to teachers on literacy throughout Australia, New Zealand, USA and the United Kingdom. |
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LECTURER PROFILE |
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JEAN HARRISON |
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Jean Clyde Harrison started out as a Textile
Designer. She too had a son with reading problems
and became a teacher, winning three out of the four
final year prizes. She opened up ?Basic Concern?
teaching centre, which became the largest remedial
centre in Tasmania. Her ongoing studies took her
into the medical faculty where she studied the
neuro-anatomy of memory for her Masters degree.
Jean along with Byron Harrison developed Visual Attention Span (VAS) Theory, described by Britain?s leading Educational Psychologist Martin Turner as 'The Most Exciting Development in Literacy in a Decade'. Using her years of remedial teaching experience, academic training and knowledge of VAS Theory, Jean has created a new teaching resource, which takes teachers and parents with little training through a complete, sequenced and scripted teaching system that takes the student from 'cat' to 'catastrophe', whilst teaching sentence structure and meaning, grammar, proof reading, homophones, spelling rules, blending and correct letter formation. This teaching resource provides a stress free multi-sensory approach suitable for students experiencing long-term reading failure and students with specific learning deficits as well as the normal cohort. |
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