ANN PARKINSON  KAGANOFF Author of Evaluating Organization Development
FEATURED AUTHOR

ANN PARKINSON KAGANOFF

Educational Therapist
Association of Educational Therapists

Ann P. Kaganoff, PhD., BCET, has been in education for six decades, at all levels from pre-school to graduate school. She was on the faculty of UC Santa Barbara and UC Irvine in teacher training. She has been in private practice as an Educational Therapist in Irvine, California for 28 years. She has conducted workshops for educational therapists, regular education teachers, and special education teachers, in all the literacy areas. She is a Past President of AET

Subjects: Education

Biography

Dr. Ann Kaganoff has been in education for six decades.  In that time she has taught children and adults at every level, from pre-school to graduate school.  She divides her work into three phases.  She walked into a 3rd grade classroom in the fall of 1958, fresh out of college, on a Provisional Credential with 6 units of summer school preparation, to teach a group of children who knew just slightly less than she did.  But she was hooked, and things got better after that, with more classroom experience and some tutoring for struggling readers.  She went back to graduate school for a Reading Specialist Credential and a PhD in Reading and Language Development, University of California Santa Barbara, 1981.
The second phase included teacher training at the university level (University of California Santa Barbara, California State University Fullerton, and University of California Irvine,) and professional development for teachers in school districts in Orange County, California, 1972-2015.  She was founder and director of the UC Irvine Reading and Neurolinguistic Clinic, 1985-1992.  Phase three began in 1992, when she was introduced to Educational Therapy shortly after leaving UC Irvine, and came to realize that she had been an educational therapist ever since her training in the UCSB Education Reading Clinic.  She has been in private practice since 1992.  She is active in the mentoring and training of educational therapists, is a Past President of the Association of Educational Therapists (AET), and as Chair of the Certification Committee, helped develop the process of Board Certification for AET (2005 to 2012).
Her specialty area has been the literacy skills, a way to share her own love of books and reading.  Publications include "Managing a Private Practice" (in The Clinical Practice of Educational Therapy, Routledge, 2017), as well as numerous articles on reading, writing and study skills in The Educational Therapist, the journal of AET.  Her work also includes articles and workshops for parents, to promote parent involvement in their children's literacy development.

Areas of Research / Professional Expertise

    Teacher training, teacher staff development, educational therapy

Books

Featured Title
 Featured Title - Best Practices in Educational Therapy - 1st Edition book cover

Articles

Ficksman, Maxine and Adelizzi, Jane, The Clinical Practice of Educational Therapy, 2nd Edition.  New York: Routledge.  2

The Management of a Private Practice in Educational Therapy


Published: Apr 01, 2019 by Ficksman, Maxine and Adelizzi, Jane, The Clinical Practice of Educational Therapy, 2nd Edition. New York: Routledge. 2
Authors: Kaganoff, Ann.
Subjects: Education

Practical pointers regarding the decision-making aspects of being in private practice, such as choice of location, intake procedures, school and family relations, billing practices, and the multiple ethical issues that may be encountered by the educational therapist and the families involved.

The Educational Therapist, Vol. 36

The Cloze Procedure in Educational Therapy: A Practical Informal Reading Assessment Measure.


Published: Apr 01, 2015 by The Educational Therapist, Vol. 36
Authors: Kaganoff, Ann.
Subjects: Education

The Cloze Test is a useful diagnostic tool that provides a quick insight into a reader’s ability to utilize information found in the immediate context of the sentence, and also across sentences in longer passages, to fill in the blanks that are left when words are systematically deleted. It supplements information about potential difficulties the reader may have in processing complex sentence patterns. It can be an indicator of student problem-solving and reasoning ability.

The Educational Therapist, Volume 34, Number 1

When Parents are Co-Teachers: The Language Experience Approach (LEA) for Young Readers.


Published: Apr 01, 2013 by The Educational Therapist, Volume 34, Number 1
Authors: Kaganoff, Ann.
Subjects: Education

The Language Experience Approach (LEA) builds upon the personal experience and language productions of children. Stories are dictated by the child and recorded by the teacher as spoken by the child. These recorded accounts (stories) become the reading material by which the child learns the speech-to-print connection. Subsequent rereading of the LEA stories leads to the development of sight vocabulary, reading fluency, and focus on the alphabetic (spelling) characteristics of individual words.

The Educational Therapist, Vol. 24, Number 2

Study Skills and Homework Survey


Published: May 31, 2003 by The Educational Therapist, Vol. 24, Number 2
Authors: Kaganoff, Ann.
Subjects: Education

The Study Skills and Homework Survey is a descriptive, informal assessment measure which provides diagnostic information about important linguistic and cognitive functions that impact academic learning. When used with the accompanying analytic framework (Study Skills and Homework Survey Checklist), it provides indicators to guide instruction and intervention in the development of effective learning strategies. *Journal articles are accessible to AET members only.

The Educational Therapist

Interest Inventory


Published: Jan 31, 2002 by The Educational Therapist
Authors: Kaganoff, Ann.
Subjects: Education

The Interest Inventory is designed to be used at an initial meeting with a client, at the start of treatment. The interview questions were chosen to tap a number of areas that are important in subsequent educational therapy sessions. The ET will be established as an interested listener, and will learn a good deal about clients’ interests and sense of self, as well as their general communication skills. *Journal articles are accessible to AET members only.

The Educational Therapist, Vol. 22, Number 1

Educational Therapy Defined


Published: Jan 31, 2001 by The Educational Therapist, Vol. 22, Number 1
Authors: Kaganoff, Ann.
Subjects: Education

At the time it was written (2001), this article represented first steps in the process of defining an emerging profession. It was based upon the ideas and the work of the founding members of the Association of Educational Therapists. These ideas have since been supplemented and expanded by several texts in the field of educational therapy. *Journal articles are accessible to AET members only.

News

Ann Kaganoff, PhD: Board Certified Educational Therapist/UCI Faculty Member 1985-1992

By: ANN PARKINSON KAGANOFF
Subjects: Education

Ann Kaganoff, PhD/BCET, was a faculty member in the UCI Department of Education from 1985-1992.  At UCI, she served in the following capacities:
  • Acting Assistant Director for Admissions and Placement: 1985-1987 
  • Founder and Director of the UCI Reading and Neurolinguistic Clinic: 1985-1991 
  • Instructor, Reading Methods K-8: 1988-1992 
  • Supervisor of Student Teachers: 1989-1992

In 2016, Ann was honored during the School’s 50-year anniversary celebration on February 5. As part of the ceremonies, she shared her memories of working at UCI. We are reprinting her remarks as important School history and including the following update: As of 2019, Dr. Kaganoff has been in education for 61 years. She recently published Best Practices in Educational Therapy (Routledge, 2019), which provides actionable strategies and 
solutions for novice and veteran educational therapists. Also as of 2019, Dr. Kaganoff is still in private practice in Orange County as an educational therapist.  She continues delivering conference presentations and serves as a mentor to educational therapists in training. "Retirement is not yet on the horizon, and there are other books to write."

February 5, 2019

One does not always appreciate where one is in the stream of institutional history, until one leaves the stream. So it was with my time at UCI.  

In 1985, I was a fairly new Ph.D. who was hired by Rita Peterson to start a reading clinic, and then thrust into an administrative position when Fred Baker, the Assistant Director, decided not to return to the Office of Teacher Education from his sabbatical leave.  

Rita kindly explained the responsibilities of Acting Assistant Director of Admissions and Placement, and Lois Deutsch miraculously kept me looking like I knew what I was doing, administratively.  

The following are my perceptions of important themes and trends of my seven years in the Office of Teacher Education (OTE), perceptions that I did not necessarily appreciate or recognize at the time. (Looking back has been very helpful.) 

The Historical Perspective: The change of leadership from Ken Bailey to Rita Peterson brought a new emphasis on a more research-based approach to education. We did not yet claim that what we did was always "research-based," but that is where things were headed. Brain-based data was just beginning to be important in education, also thanks to Rita Peterson and her co-researchers, and to the emerging field of neuroscience. The OTE program benefited from a steady supply of well-qualified applicants. As a faculty, we could hold our heads high, since we were fortunate to work with the best and the brightest.

The courses offered at this time now had to address multi-cultural concerns, with increased populations of 2nd language speakers and immigrants.  The first state-wide requirements in Multicultural Education became a part of teacher education. Technology became a more important focus, with both faculty and students having to learn classroom applications for computers and "devices." I remember a machine in a mysterious room known only to students and Kim Burge that "read" information off a very large disc that contained "knowledge" and projected it on a screen. Kim Burge was extremely helpful to us all.

There was a strong emphasis on out-reach to the schools and the greater community, as UCI grew in strength, including such programs as the UCI Writing Project, which brought many young students to campus during the summer.

This was a time of aspirations for the "Office of Teacher Education" to become a Department, to be less marginalized and no longer viewed as merely "vocational."

Personal Benefits: As I think more about my time at UCI, I realize once again how important my job there was to my own professional development. OTE Director Rita Peterson was a strong motivating force regarding our in-house Staff Development. The constant focus on all aspects of education at UCI provided an environment of research, newest methods, problem solving, questioning, and outreach. This led to more sophisticated methods for the entire faculty, and I believe we grew mutually toward our shared goals.

The aspirations to increase the status of OTE to a Department led to a constant push for improvement of teaching methods. Meeting the changing education demands state-wide provided an environment for evaluation of assumptions and for group and personal reflection.

For me personally, Rita gave me the opportunity to develop a professionally operated clinic (UCI Reading and Neurolinguistic Clinic) that not only served the community but that also introduced research-based methods to the clinic teachers and the families we served. My advisory board included faculty at the Child Development Center and the UCI Medical Center. My clinic teachers were hired from the local schools all over Orange County, and I found many of them through being in classrooms supervising student teachers.

In my Reading Methods course, I linked the idea of assessment-based teaching from the clinic environment which could be adapted to the classroom. This emphasis was continued after I left UCI to conduct staff development for four surrounding school districts, where my experience as a supervisor of Student Teachers was invaluable.  I found a second calling in working with experienced teachers.

My clinical background became very important to me when I was introduced to educational therapy, and started a new career as an educational therapist. I have been in private practice since 1992, working one-on-one with students with a wide range of learning issues. My population includes students with LD, ADHD, high functioning autism, bi-polar disorder, dyslexia, anxiety disorder, etc. I have conducted workshops nationally in educational therapy and have served as President of the Association of Educational Therapists.

My best memories of UCI? It was really fun to show up at work. Most everyone had a good sense of humor. My colleagues took education very seriously. We respected each other. We knew about each other and our families. The sense of sharing and the sense of discovery were enormous. I am forever grateful to have worked here.

Gevirtz School alumna Ann P. Kaganoff publishes “Best Practices in Educational Therapy"

By: ANN PARKINSON KAGANOFF
Subjects: Education

UC Santa Barbara Gevirtz School alumna Ann P. Kaganoff has published the book Best Practices in Educational Therapy (Routledge 2019).

Best Practices in Educational Therapyprovides actionable strategies and solutions for novice and veteran educational therapists. Given the diverse backgrounds of educational therapists and the varieties of specialization and client types, there is no single approach for all therapists and all clients. This book is built on a foundation of individualized intensive intervention, offering generalized principles of application across many contexts. Featuring practices informed by documented experiences of educational therapists as well as research, this well-rounded guide will serve educational therapists at all stages in their career.

“Bravo! We finally have a must-read volume that takes the mystery out of, ‘What does an educational therapist do?’ claims Dorothy Ungerleider, Founding President of the Association of Educational Therapists (AET). “This literary ‘master class’ of best practices addresses our decision-making minds in determining how to apply variable interventions, when to break from the academic craft to therapeutic listening, and how to interact with the client. The frosting on the cake is her comparison of educational therapy and the art of cooking!”

Ann Parkinson Kaganoff is a Board Certified Educational Therapist and earned both her MA (1975) and Ph.D. (1981) in the Department of Education. She has been an educator for six decades in classroom teaching, teacher education, and staff development, and an educational therapist in clinical and private practices. She is a Past President of the Association of Educational Therapists.

“I owe a great deal to my graduate training under Dr. Bortnick and Dr. Dixon, and to the dedicated people in my graduate program,” Kaganoff says. “Your young graduates will be pleased to be reminded that education is a life-long mission that they themselves can pass on to other ‘life-long learners.’ As part of my MA training, I worked in the Education Reading Clinic under Carol Dixon, and later, as part of my Ph.D. training, was the Clinic supervisor. This clinic background led me to the field of Educational Therapy, where I am still active, both through my private practice, and through my workshops and mentoring.”