Pledger Fedora is the Kindergarten intervention and professional development consultant for the Targeted Reading Intervention: A Rural Early Literacy Initiative within the National Research Center on Rural Education Support. Her professional background includes developing and implementing a remedial reading program for middle school students, teaching in rural and urban public schools in Alabama, South Carolina, and North Carolina, and teaching in private schools for students with disabilities. She has worked with both the general student population and students with disabilities. She has served as a Primary Lecturer at the Summer Institute in Vilnius, Lithuania, lecturing on Reading and Language Arts for Students with Special Needs. Her research interests include literacy and interventions for at-risk students and the social development of students with disabilities. Within the National Research Center on Rural Education Support she will work with Kindergarten teachers focusing on literacy for at-risk students, and professional development for educators in rural settings.
She received her B.A. in Art Education from the University of North Carolina at Chapel Hill, and her Master's in Reading and Language Arts from the University of North Carolina at Chapel Hill. During her doctoral studies in Educational Psychology, Measure, and Evaluation, she has taught graduate courses in Reading and Writing for Students with Mild/Moderate Disabilities and supervised graduate students in the Special Education Generalist Licensure program.
Recent Related Publications
Farmer, T. W., Murray, R. M., Fedora, F. P., & Hutchens, B. (under review). Supporting students in low resource rural schools: The Intervention Specialist Program. Manuscript submitted for publication.
Farmer, T. W., Rodkin, P. C., Van Acker, R., Pearl, R., Thompson, J. H., & Fedora, P. (in press). Role models or negative influences? The characteristics of peers nominated as cool by students with mild disabilities in general education classrooms. Journal of School Psychology.