Dr. Kevin Feldman is the Emeritus Director of Reading and Intervention with the Sonoma County Office of Education (SCOE) and an independent educational consultant working with publishers, schools, and districts across the country. His career in education spans forty-one years. As the Director of Reading and Intervention for SCOE he develops, organizes, and monitors programs related to PreK-12 literacy and the prevention/ remediation of reading difficulties.

Dr. Feldman’s primary focus is on improving academic literacy. His major contributions are in the areas of active student engagement, academic vocabulary, comprehension strategies, preventing early reading failure, linking assessment to instruction, developing school-wide literacy support models (e.g. RTI) for elementary, middle, and high schools, and accommodating and accelerating ELL/Special Education and other high risk students. Dr. Feldman serves as lead consultant to a number of RTI/Instructional improvement related projects around the country (e.g. OR, MI, NE) supporting a rigorous effort to improve content area literacy or Tier 1 instruction in grades 4-12. He also serves as literacy consultant to the CalSTAT Statewide Special Education Reform Project in California (see: www.calstat.org), as well as a number of publishers and literacy organizations nationwide. He is a consulting author for various secondary publishers including: Prentice-Hall Middle/High School Language Arts, Social Studies, and Science Programs, and is the co-author of Scholastic’s READ 180 Intervention Program.

Dr. Feldman is a frequent seminar leader throughout California and across the country. He has contributed a number of articles to professional journals, and developed several reports for task forces and literacy initiatives. He co-authored the monograph, Narrowing the Language Gap: The Case for Explicit Vocabulary Instruction (2005) with Dr. Kate Kinsella and is co-editing a special issue of Learning Disabilities Research and Practice (2011) with Dr. Ed Ellis dealing with Content Area Literacy. Dr. Feldman has taught for nineteen years at the university level in Special Education and Masters’ level programs for University of California, Riverside and Sonoma State University.

Dr. Feldman earned his undergraduate degree in Psychology from Washington State University, Masters Degree from UC Riverside in Special Education, Learning Disabilities and Instructional Design, and Ed.D. from the University of San Francisco in Curriculum and Instruction. When not working with educators, Dr. Feldman enjoys reading (imagine that!), outdoor adventuring/travel, music, and trying to keep up with his twenty-year old son Max, and sixteen year old daughter Zoe Rose.

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