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A Mind at a Time Paperback – Jan 9 2003


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Product Details

  • Paperback: 352 pages
  • Publisher: Simon & Schuster; Reprint edition (Jan. 9 2003)
  • Language: English
  • ISBN-10: 0743202236
  • ISBN-13: 978-0743202237
  • Product Dimensions: 21.5 x 14.3 x 2.4 cm
  • Shipping Weight: 340 g
  • Average Customer Review: 4.5 out of 5 stars  See all reviews (60 customer reviews)
  • Amazon Bestsellers Rank: #45,442 in Books (See Top 100 in Books)
  • See Complete Table of Contents


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PLANET earth is inhabited by all kinds of people who have all kinds of minds. Read the first page
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Front Cover | Copyright | Table of Contents | Excerpt | Index
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2 of 2 people found the following review helpful By Andrew Taber on Sept. 22 2003
Format: Paperback
I didn't get what I wanted out of this book because I am not the intended audience--My daughter is only four years old and is ahead of the curve in every subject I test her on. Dr. Levine writes for an audience whose children are mostly in high school even though he will review their histories all the way back to pre-school in many of his case histories. That being said, I found this book rich with real-life case studies of children with learning difficulties. He has examples from the boys and girls that he has personally worked with to illustrate several points that he makes. I find those specific case studies to be the best part of his book. They support some of his theories and assertions. His arguments become weaker when he refers to other people's research--like when he said that research has shown that high school children can learn a second language better than pre-school children and therefore he recommends that children with verbal deficiencies should postpone studying a second language until the 11th grade. This skirts over the differences between pre-school language learning vs. high school language learning and ignores that there is a different kind of language learning going on at age 4 and at age 16. At age four you can't memorize as much information or learn as quickly as can a 16 year old, but the four year old can easily learn native syntax and pronunciation which the 16 year old may never learn. Anyway, this book offers a lot to parents and teachers of high school children who have learning difficulties but perhaps is less relevant for those outside of that audience.
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1 of 1 people found the following review helpful By Letha L Mark on June 5 2002
Format: Hardcover
I read this book with the idea that I would get some help in knowing how to help my son with some of the learning challenges he has faced. The book was very informative about how the brain works and different learning styles and challenges. However, there really were no exercises or concrete advice about how to work on the different problem areas. Only general advice was given, nothing specific to the individual problems. It made me feel as though the author wanted us to buy the book to know all the whys, but he didn't want to undermine the therapists' ability to make a living by giving us the 'hows'. It frustrated me because I already know where the problem areas are.... what I wanted to know was how to practice overcoming them. The book did not help me here.
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1 of 1 people found the following review helpful By Mrs. Fran Coca on April 5 2002
Format: Hardcover
This book was up-to-date when written, but schools have done much on their own, beyond mandates, in the past almost 2 decades to improve classrooms for all students. Having worked in schools the past 35+ years, I was there when teachers became aware of Levine and other writer's accurate discriptions of real problems. They sought and applied innovative methods to improve things for students with physical, emotional, and learning deficits. Any parent can speak with their child's teacher, or become a volunteer helper to see dramatic changes in place for the children in elementary through middle schools. I cannot speak to high schools, but assume this is true there, since it also is evident in community and state college campuses. Times have changed our schools!
This author gives a good picture of what was. It provides a good background for readers to see how new, complex, and difficult problems surfaced,and were tenaciously worked on within a rapidly growing population, which dramatically changed in composition in both culture + birth language. The San Jose, CA, school district alone there were over 100 languages spoken in the mid 1980's. All caring parents owe it to their child(ren) to be informed~to see for themselves that classrooms are no longer how they remember them...and how this author portrays them.
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By John M. Ford TOP 100 REVIEWER on Feb. 20 2013
Format: Paperback
Mel Levine puts understanding before action. His goal is to show us the building blocks of children's minds and how learning can be challenging when one or two bricks are out of place. The approach we take to teach each child depends on which bricks these are. We can use this understanding to help children as they are, rather than focusing on a single, idealized model of the learning child.

Early in the book, the author describes eight learning systems we use to deal with the world around us. Each system behaves differently, operates somewhat independently, and has a different neurological basis in the brain. In successive chapters, we review learning systems for attention control, memory, language, spatial ordering, sequential ordering, motor control, higher thinking, and social reasoning. We learn how each system works, cooperates with other systems, and how it typically develops as children mature. The author also highlights common developmental problems and how both children and the adults around them can meet these challenges. Each chapter closes with a "Practical Considerations" section that describes how the learning system affects a child's behavior in everyday situations.

The book's last four chapters explore the broader implications of these eight learning systems. We learn how to recognize specific learning difficulties and bring the right resources--special services, coaching, medication, etc.--to bear based on an individual child's learning profile. Levine also advises parents how to understand their child's profile and balance remediation of weaknesses with encouragement of talents, interests and strengths. He closes with suggestions about the proper role of teachers and schools given the "neurodevelopmental diversity" of their student population.
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