Sasha Borenstein has worked in the fields of Special Education and literacy for over fifty years as a classroom teacher, remediation specialist, diagnostician, college instructor, and educational consultant. Sasha received her undergraduate training at UCLA in Psychology and Special Education, after which she completed her graduate work in Special Education at Columbia University, Teachers’ College. In 1977, Sasha founded The Kelter Center, a private remediation clinic in Los Angeles, California, where she was the director for thirty-six years. In addition to teaching students, she trained, mentored, and supervised other teachers in their work with children and adults with learning disabilities and dyslexia. During this period, she also served as a consultant with many educational establishments in Los Angeles, including the Santa Monica, Malibu, Culver City, Long Beach, Oak Park, and Manhattan Beach Unified School Districts. Sasha's work with private and charter schools included Pressman Hebrew Academy, El Jardin de Las Familias, Camino Nuevo Charter School, Synergy Charter School, Summit View School, Landmark West School, the Dunn School, and Charles Armstrong School. In addition, she created classes and remedial programs for medical students at Drew University of Science and Medicine. Recently she has taught the staff of Medford Montessori and St. Mary’s High School in the Rogue Valley.
Sasha has been a presenter for the International Dyslexia Association, the Oregon Branch of the International Dyslexia Association, The Los Angeles County Office of Education, the California Association of Resource Specialists, the Bureau of Jewish Education, and the Learning Disabilities Association. The overarching principle throughout Sasha's career has been to understand and translate rigorous educational research into classroom practices. Programs she has worked with extensively include The LiPs Program (2003), Educational Care: A System for Understanding and Helping Children with Learning Problems at Home and in School, Mel Levine ((2013), Step Up to Writing, Maureen Aumann (2008), A Taxonomy of Learning, Teaching and Assessing, A Revision of Bloom’s Taxonomy of Educational Objective (2001), and Unlocking Literacy, Marcia Henry (2011). Sasha, who currently lives on Campobello Island, Canada. She doesn’t seem to know how to stop teaching. She maintains a private practice serving individual students while training classroom teachers in several school districts. She has written and recently revised her book, How to Teach Reading and Spelling, Bringing the Science of Reading into the Classroom. She is also providing teacher training and mentoring to help teachers learn and utilize Structured Literacy practices and the Science of Reading in classrooms and remediation settings.
Sasha has been a presenter for the International Dyslexia Association, the Oregon Branch of the International Dyslexia Association, The Los Angeles County Office of Education, the California Association of Resource Specialists, the Bureau of Jewish Education, and the Learning Disabilities Association. The overarching principle throughout Sasha's career has been to understand and translate rigorous educational research into classroom practices. Programs she has worked with extensively include The LiPs Program (2003), Educational Care: A System for Understanding and Helping Children with Learning Problems at Home and in School, Mel Levine ((2013), Step Up to Writing, Maureen Aumann (2008), A Taxonomy of Learning, Teaching and Assessing, A Revision of Bloom’s Taxonomy of Educational Objective (2001), and Unlocking Literacy, Marcia Henry (2011). Sasha, who currently lives on Campobello Island, Canada. She doesn’t seem to know how to stop teaching. She maintains a private practice serving individual students while training classroom teachers in several school districts. She has written and recently revised her book, How to Teach Reading and Spelling, Bringing the Science of Reading into the Classroom. She is also providing teacher training and mentoring to help teachers learn and utilize Structured Literacy practices and the Science of Reading in classrooms and remediation settings.
