Sabtu, 10 Agustus 2013

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Scholastic Success With: Grammar, Grade 3 (Scholastic Success with Workbooks: Grammar), by Scholastic

Give students the targeted, skill-building practice they need with these standards-based books! Each workbook includes more than 40 ready-to-reproduce practice pages. Easy-to-follow directions and fun exercises motivate students to work on their own. Every activity in each book is correlated to state standards. For use with Grade 3.

  • Sales Rank: #3117 in Books
  • Brand: Scholastic Teaching Resources
  • Model: SC-9780545201056
  • Published on: 2010-03-01
  • Original language: English
  • Number of items: 1
  • Dimensions: 11.00" h x 8.50" w x .25" l, .35 pounds
  • Binding: Paperback
  • 64 pages
Features
  • Grades - 3
  • Weight - 0.36
  • Depth - 10.70
  • Width - 8.30
  • Height - 0.20

Most helpful customer reviews

95 of 101 people found the following review helpful.
WAY too simple!!
By N. Giordano
I have never posted a negative review before but I'm so dumbfounded after reading all the 5 star reviews. I thought I should share my point of view to help others weigh the pros and cons to see if this book is really a good fit. I learned it certainly was NOT a good fit for us after reviewing this book in whole.

I bought this book because my son tested on the low end of average on a test, so not a serious problem, just in need of some focus and learning test taking skills. I spoke to my mother about this book as she worked for an excellent school system writing the actual reading tests given to kids, then for a publisher of text books. She stated that kids at this age need to learn both strong reading comprehension as well as good test taking skills... that the writers of these tests try to fool kids into wrong answers, in a way. They do this by making the answer options all similar to things mentioned in the paragraph in question, leaving the correct answer not clear to those that either didn't bother to fully read the relevant paragraph or to those that are truly having trouble retaining the facts as represented in the paragraph. However, this book (in my opinion) is full of questions so simple, little or no reading let alone comprehension seems to be necessary to find the correct answer. This might even actually teach kids that it is often ok to skip or skim the segment and that common sense can often answer questions correctly. This could be devastating if a parent is hoping to improve test taking skills and help teach a child to focus and retain important information they have read and once the child takes a real test, is lost in the weeds. On the other hand, this may be good for kids that have a major reading and vocab issue that needs attention.

Here are some examples of what I am talking about. These are questions in the book. If you can answer these on your own without reading a word of the paragraph on which the question is based... and you think your 3rd grader can, too, then you may want to keep looking for a tougher book.

In this story, the word SIMPLE means:
a. easy b. happy c. hidden d. loving (Hint: The answer is so easy, a 3rd grader can surely get it without comprehending anything.)

What do we use for money today?
a. gold b. shells c. bills and coins d. beans and beads (Hint: Welp, if a 3rd grade thinks you paid beans for this, the purchaser didn't pay too much.)

And much more just like this. In short, this book is probably a good book for someone that has a child really struggling. Those in need of a little help and focus, but on grade level, will probably need something with more umph and substance. This isn¡¦t a lot of money to lose, but for folks excited to help work with their kids on this like I am, the delay caused by having to order another book is disappointing, so heads up. ยบ

0 of 0 people found the following review helpful.
Excellent book for first grade.
By Miss JR
Love this book for my first graders. It has a complete reading comprehension in all DOK skills. By the readings, they can develop other comprehension areas needed for the grade. They are short but very interesting reading, it has illustrations for them like little games. In overall is very attractive for them to have the needed attention that reading requires.

0 of 0 people found the following review helpful.
Great test prep!
By D Nels
Great test prep for my son. He needed practice taking "bubble" tests, especially following different directions, and this really helped. Reading comprehension, vocabulary, synonyms, antonyms, multiple meanings and study skills are just some of the areas covered. It showed me what areas we needed to work on and helped him to be more confident when he took his standardized test.

See all 361 customer reviews...

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Kamis, 08 Agustus 2013

[J610.Ebook] Download Ebook Immunohematology and Transfusion Medicine: A Case Study Approach, by Mark T Friedman, Kamille A West, Peyman Bizargity

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Immunohematology and Transfusion Medicine: A Case Study Approach, by Mark T Friedman, Kamille A West, Peyman Bizargity

This volume is a collection of immunohematology and transfusion medicine cases, comprised of clinical vignettes and antibody panels with questions based on each case, arranged in a workbook format. The cases are based on real patient problems which are typically encountered and covers a number of common issues and challenging problems in blood banking and transfusion practice. Discussion and resolution of each case is provided in a separate answer section, including up-to-date information on pertinent advances in the field.

Written by experts in the field, Immunohematology and Transfusion Medicine: A Case Study Approach provides an interactive tool to help make blood banking and transfusion medicine memorable, practical, and relevant to residents and fellows.

  • Sales Rank: #1507111 in Books
  • Published on: 2015-09-20
  • Original language: English
  • Number of items: 1
  • Dimensions: 9.21" h x .50" w x 6.14" l, .0 pounds
  • Binding: Hardcover
  • 180 pages

Review

“The purpose is to provide an overview of approaches to immunohematology problems. … This book is intended for trainees who already have a basic foundation of immunohematology knowledge, so it would be most useful to trainees, educators and/or practitioners in blood banking, transfusion medicine, laboratory medicine, or clinical hematology. … This is a must for anyone interested in immunohematology -- it is a great book for learning immunohematology.” (Valerie L. Ng, Doody’s Book Reviews, February, 2016)

From the Back Cover

This volume is a collection of immunohematology and transfusion medicine cases, comprised of clinical vignettes and antibody panels with questions based on each case, arranged in a workbook format. The cases are based on real patient problems which are typically encountered and covers a number of common issues and challenging problems in blood banking and transfusion practice. Discussion and resolution of each case is provided in a separate answer section, including up-to-date information on pertinent advances in the field.

Written by experts in the field, Immunohematology and Transfusion Medicine: A Case Study Approach provides an interactive tool to help make blood banking and transfusion medicine memorable, practical, and relevant to residents and fellows.

About the Author

Mark T. Friedman, DO
Medical Director, Blood Bank and Transfusion Service, Director, Pathology Residency Program, Assistant Professor of Pathology, Mount Sinai Health System, St. Luke's-Roosevelt Hospital and Beth Israel Medical Centers, New York, NY, USA

Kamille West, MD
Clinical Fellow, National Institutes of Health, Clinical Center, Department of Transfusion Medicine, Bethesda, MD, USA

Peyman Bizargity, MD
Mount Sinai Health System, St. Luke's-Roosevelt Hospital and Beth Israel Medical Centers, New York, NY, USA

Most helpful customer reviews

0 of 0 people found the following review helpful.
I highly recommend it for pathology residents and transfusion medicine fellows
By James F. Shikle
This book is a collection of cases that demonstrate many of the concepts that a blood bank physician needs to understand. I highly recommend it for pathology residents and transfusion medicine fellows. The case reviews are thorough, yet concise.

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  • Sales Rank: #5355902 in Books
  • Published on: 2010-04-15
  • Dimensions: 10.90" h x 1.80" w x 8.40" l,
  • Binding: Paperback

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From reading newspapers on smartphones to calling friends on the computer, digital media has changed the ways in which we communicate. Placing convergence at the center of the discussion, Converging Media: A New Introduction to Mass Communication, Fourth Edition, uses the technologies we employ every day to explain our current media environment--and to project where we might be headed. Rather than discussing each media industry in isolation, authors John V. Pavlik and Shawn McIntosh show how each branch of media--print, visual, and audio--relates to and influences the others. This enables students to see the inextricable and dynamic relationship between converging media and traditional media formats.

Learn about topics and examples that are relevant to your everyday life:
* A new chapter 6 on "Interactive Media: The Internet, Video Games, and Augmented Reality"
* A new chapter 14 on "Global Media in the Digital Age"
* Increased emphasis on how social media is changing our world in Chapter 7, "The Impact of Social Media"
* New "Media Pioneers" boxes provide portraits of a diverse array of individuals, past and present, who have made an impact on media history in the five major career areas: Public Relations, Advertising, Broadcasting/Electronic Media, Journalism, and Media Studies

Become a well-rounded expert in mass communication:
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* Updated coverage throughout, including interpersonal and mass communication convergence, gamification, augmented reality, cyber security, and the third screen

Thought-provoking questions and engaging visuals:
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* Critical-thinking questions in specific photo captions ask you to analyze specific aspects of the media
* Media Quizzes now contain more open-ended questions to stimulate critical thinking

  • Sales Rank: #41301 in Books
  • Published on: 2014-01-31
  • Original language: English
  • Number of items: 1
  • Dimensions: 8.50" h x .80" w x 10.90" l, 2.25 pounds
  • Binding: Paperback
  • 480 pages

About the Author

John V. Pavlik is Professor in the Department of Journalism and Media Studies at the School of Communication and Information at Rutgers, the State University of New Jersey.

Shawn McIntosh is a lecturer in strategic communications at Columbia University's School of Continuing Education.

Most helpful customer reviews

1 of 1 people found the following review helpful.
Needed for a class
By agtodolist
Exactly what we needed. Needed for a textbook in class would be nice if students could have affordable choices.

0 of 0 people found the following review helpful.
Comprehensive in easy informative bites
By Boots O'Rourke
Very informative and easy-to-absorb summary of modern media.
Summaries go over the main points and the text covers the concepts and events well. The illustrations are modern and informative as well.
I've read many books on the subject in college and during my career in media and this is the most pleasurable to consume.

2 of 3 people found the following review helpful.
I wish I could purchase this textbook to put onto ...
By Janice Ragan
I wish I could purchase this textbook to put onto my kindle as I have done with all of my other textbooks.

See all 8 customer reviews...

Converging Media: A New Introduction to Mass Communication, by John V. Pavlik, Shawn McIntosh PDF
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Rabu, 07 Agustus 2013

[U194.Ebook] Get Free Ebook Web Content Mining With Java: Techniques for Exploiting the World Wide Web, by Tony Loton

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Web Content Mining With Java: Techniques for Exploiting the World Wide Web, by Tony Loton

Unlock the potential of the world's biggest database.

This practical book shows you how to build portals, construct search engines and other knowledge-based applications to mine the information you need from the Web.

* Written by a developer for developers
* A practical, hands-on approach
* Illustrates how Java associated tools (XML, HTML) can be combined with database technology to display and manipulate Web-derived information more effectively.
* Demonstrates how to build a structure browser, portal, meta-search engine and how to make 'Talking Pages'

  • Sales Rank: #3426385 in Books
  • Published on: 2002-04-29
  • Original language: English
  • Number of items: 1
  • Dimensions: 9.30" h x .75" w x 7.40" l, 1.30 pounds
  • Binding: Paperback
  • 328 pages

Review
"When I got this book, I couldn't put it down. A lot of computer books sit on the shelf or send me to sleep, but not this one. Not only is it both topical and useful, but it hits a just-about-ideal balance between code and food for thought. The author has a real knack for useful solutions to complex problems." (www. Java Ranch 17 May 2002)

From the Back Cover
What do you with information at the websites you visit? You read it, print it, and maybe do a screen grab. But you could do so much more with it if only you could get hold of the information in a more usable form: a form that you could manipulate, store and query automatically.

In this book you'll learn how to automate the:
* discovery of websites containing interesting data
* extraction of specific information from HTML and XML pages
* presentation of aggregate information via your own portal
* interpretation of data using text- and data-mining techniques
Java is the language of the web, so all practical examples are provided in the form of Java code that demonstrates HTTP communication, HTML and XML parsing, email retrieval and much more.

This is the book for you if you want some real, practical, help to get your Java-based information applications off the ground.

Most helpful customer reviews

13 of 13 people found the following review helpful.
balanced, practical, and immediately useful
By Frank Carver
This book may not seem an obvious choice for many readers. It's not about a particular API, certification, or other buzzword topic, and the title can sound dry and academic. Don't be put off! This is a practical, hands-on book which can take your software straight past the hype of web services and into using the resources of the whole internet in your programs right now. With no big middleware downloads, protocol specs, or head-scratching config files.
The book walks you through how to read, control and extract information from existing web pages and web applications anywhere on the internet, how to read, send and process emails and newsgroup postings, how to recognise just the text or data you want, and much more. Source code is given for servlets and applets to examine and drive web forms, and usage examples include sending SMS messages and applying decision-making rules to internet share-price data. It's also full of ideas and suggestions to make you want to leap up and get started.
When I got this book, I couldn't put it down. A lot of computer books sit on the shelf or send me to sleep, but not this one. Not only is it both topical and useful, but it hits a just-about-ideal balance between code and food for thought. The author has a real knack for useful solutions to complex problems.

5 of 5 people found the following review helpful.
A Great Find
By A Customer
This book is a little gem packed full of ideas. For people who don't want the overhead of big enterprise solutions like web services, the techniques and code are lightweight and easy. Even as someone who has worked with Web mining before, I found a lot of helpful tips that I have put to good use.

5 of 6 people found the following review helpful.
Great Recommendation
By A Customer
I bought this book on the recommendation of javaranch.com. The review was right on, and I couldn't be happier that I took the advice. The code for servelets and applets supplied by Loton provides instant and hands on help to get and use information from the Web. It is the perfect Web mining guide.

See all 3 customer reviews...

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Jumat, 02 Agustus 2013

[P777.Ebook] Download Ebook To Hell with the Kaiser, Vol. II: America Prepares for War, 1916-1918, by Alexander F. Barnes

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To Hell with the Kaiser, Vol. II: America Prepares for War, 1916-1918, by Alexander F. Barnes

This two-volume series serves as a unique window to view the U.S. Army's entry onto the world stage. Faced with entry into the "Great War," the country called upon its military leaders to prepare the Army for combat. What follows is the in-depth story of how the American military and civilian leadership created and trained the Doughboys. In less than eighteen months, America's Army would grow from its humble beginning to fielding over a million soldiers in the Meuse-Argonne campaign. Training and leading this force into battle against the Imperial German Army were some of the great names in American military history, including such stalwarts as John J. Pershing, George Marshall, and Leonard Wood. Here is the story of their perseverance and courage that ultimately defeated the enemy and helped to win the war.

Volume two builds on the information from the previous volume and begins with an in-depth look at the many non-divisional training camps used to prepare the Doughboys for combat in France. These sites include such well-known training installations as Camp Johnston, Camp Benning, Camp Colt, Camp Greenleaf, Vancouver Barracks, Jefferson Barracks, and Fort Sill. It also has information on many other, less well-known, training sites or transit sites such as Camp Merritt, Camp Mills,  and Camp Stuart. Also covered in this volume are the fascinating stories of the integration of foreign-born soldiers and African-American soldiers into the force. The effects of the Spanish Flu on the Army in France and in the States are detailed in this volume. Short biographies of some of the more interesting soldiers are provided as well as a chapter that provides vignettes of some of the most unique or unusual aspects of the American military of the period.  In the appendices there is also a complete listing, by state, of the National Guard units that participated in the Mexican Border Campaign along with where they were stationed.

  • Sales Rank: #1811225 in Books
  • Published on: 2015-11-30
  • Original language: English
  • Number of items: 1
  • Dimensions: 11.10" h x 1.00" w x 8.80" l, 3.85 pounds
  • Binding: Hardcover
  • 340 pages

About the Author
Alexander Barnes is a retired Army civilian living in Virginia. He served in the Marine Corps and Army National Guard, retiring as CW4. During his military and civilian career he served in Panama, Cuba, Norway, Denmark, Germany, Korea, Japan, Saudi Arabia and Kuwait. He has a masters degree in Anthropology and authored "In a Strange Land; The American Occupation of Germany 1918-1923", "Let's Go! The History of the 29th Infantry Division 1917 - 2001" and "To Hell With the Kaiser; America Prepares for War." He is the author of numerous military history articles for such prestigious periodicals as Infantry Magazine, Army Logistician Magazine and the National Defense Transportation Journal.

Most helpful customer reviews

2 of 2 people found the following review helpful.
A great book on the raising and training of the American Army during WWI
By Peter L. Belmonte
This is a magnificent two-volume history by historian Alexander F. Barnes. From the Mexican Expedition to the occupation of Germany, the books cover many aspects of the Army (and, to some extent, the Marines) wartime service. To be clear, these books are not a history of the operations of the American Expeditionary Forces (AEF); he does not include in-depth histories of the battles and campaigns. Those topics are nicely covered elsewhere; what he does, though, is give us a wonderful overall picture of the raising and training of a military force that helped to secure victory for the allies.
The books actually cover each of the 32 newly-created camps that handled the tides of draftees and volunteers throughout 1917 and 1918. I enjoyed the brief histories of each cantonment, along with mini-biographies of most of the camp and division commanders. Special sections also cover immigrant soldiers and African Americans in the AEF.
Militaria collectors will love the many photos of uniforms, insignia, and equipment included. Also included are photos of various personal items and souvenirs that the soldiers owned. For me, the many photos of soldiers—postcards and snapshots sent home to loved ones—is the best part of these volumes.
Al has written at least two other fine volumes on aspects of the AEF. These two volumes are a perfect addition to his work, obviously a labor of love. I highly recommend them.
Peter L. Belmonte
Days of Perfect Hell: The U.S. 26th Infantry Regiment in the Meuse-Argonne Offensive, October-November 1918

1 of 2 people found the following review helpful.
two thumbs
By D. Netzly
two thumbs up

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Kamis, 01 Agustus 2013

[X122.Ebook] Download On Reading, by Ken Goodman

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On Reading, by Ken Goodman

Ken Goodman's view on reading is widely regarded as the most complete and articulated of any in the world, the basis for much contemporary reading research, theory, and instruction. Indeed, acceptance of Goodman's work is so widespread that his theories have become virtually institutionalized-even as they have prompted controversy.

On Reading offers a complete explanation of the view that many people in and out of the education field have both accepted and denounced, often without fully understanding its sources and significance. At a time when the movement Goodman helped spawn-whole language theory-is under increasing attack, that explanation is both warranted and welcome.

In a clear and engaging style, Goodman explains why he described the reading process as a "psycholinguistic guessing game." He argues that the object of that game is not to recognize letters and words, but to make sense of print: to construct meaning. Among the devices readers use to win that game are miscues, the unexpected responses in oral reading. Many teachers today recognize these "mistakes" as evidence that readers draw upon a wealth of data-graphophonic, syntactic, and semantic-to make sense of print, to predict what comes next, and to construct meaning.

Goodman makes the highly complex process of reading easy to understand. He involves his readers in examining their own reading, and he provides real language examples from real children reading real texts-not research-designed controlled samples. In so doing, he proposes that written language is parallel to and equal with oral language and that it is learned in the same way-and for the same reasons-as oral language.

Both defenders and detractors of Goodman's work acknowledge him as one of the most influential theorists of the twentieth century. On Reading will be of interest to anyone concerned about the state of education in the twenty-first century.

  • Sales Rank: #184400 in Books
  • Published on: 1996-03-18
  • Released on: 1996-03-18
  • Original language: English
  • Number of items: 1
  • Dimensions: 9.20" h x .39" w x 7.80" l, .81 pounds
  • Binding: Paperback
  • 152 pages

From School Library Journal
Ken Goodman's research on learners and language is well known to most educators. In this book, Goodman explores the nature of language and the science of reading. He does not discuss how children learn to read or how reading is taught. He is interested, instead, in the process of reading itself. Goodman emphasizes that reading involves deriving meaning from and making sense of a text. I was particularly caught up in chapter four, "How Proficient Reading Works." Here Goodman stresses that in reading, what you think you see is more important than what your eyes actually pick up. The reader, he says, continually monitors the sense of the text. And as the experiments cited show, efficient readers derive meaning using the least amount of time, energy, and visual input. Goodman's exploration of the nature of language will lead many librarians to think about their own experiences in working with children and the reading process. We need to understand what competent reading and writing is, and build on what children already know. While perhaps too theoretical for some, this book will make interesting reading for educators who need and want to find out more about what readers do when they read.?Marilee Green, Essexville-Hampton Schools, Essexville, MI
Copyright 1997 Reed Business Information, Inc.

Review
“Goodman gives you a common-sense look a the nature of language and shows what happens as students learn to read...This book makes the highly complex process of reading easy to understand by providing authentic examples.”–Learning

From the Back Cover
Understanding is a science. Ken Goodman's research isn't the laboratory rats-and-pigeon kind, however. He uses the miscues of real readers reading real texts to inform how about how language works and what strategies developing and fluent readers use. His purpose in this book is to examine that knowledge with teachers so they can understand more precisely what it is their students are learning to do and how best to help them. Goodman's sensible, straightforward look at how reading works as a process makes this book, like his earlier Phonics Phacts, a must for every teacher and interested parent.

Most helpful customer reviews

5 of 14 people found the following review helpful.
What is the Meaning of Sophistry, Paradox, and Illiteracy?
By Bruce Deitrick Price
"On Reading" might serve as a provocative introduction to language and linguistic theory for the college student or future teacher. Goodman is in love with his topic and always eager to explain each point so that everyone gets it.

There are, be warned, the descents into grad school blather, as when Goodman makes a careful distinction between effective and efficient reading; between comprehending and comprehension; and struts such pomposities as: "Understanding a language, oral or written, begins with understanding what people are trying to DO through language." Hmmm.

The larger problem is that the book's chief aim is to sell a world-view that lets the illogic of Whole Word appear logical. Goodman's case starts from Piaget's notion that we "construct" meaning. Piaget presumably meant "build," but the sophistical take is that he meant "invent." So the conclusion, you see, is that meaning is not real, is not out there in the world, but must be invented by each of us. Utter, in my opinion, nonsense.

Like Frank Smith, Ken Goodman loves to announce, over and over, this serene non-sequitur: "The sense you make of a text depends on the sense you bring to it....The meaning is never in the language."

Now, where do these pretty little paradoxes go? Try this: "Reading is not first of all about letters or words, but about meaning." Or: "Effective reading, then, is not accurate word recognition; it is getting to meaning." In Goodman's world, you can recognize words and still not know what they mean.

Here's where we end up. We can't decode to sound because sounds are not meaning. But we can't, it appears, truly decode to meaning either, because meaning is not in the words. Meaning is in the minds of the kids. So the best thing is to have all the children hang around in a kind of intellectual la-la land that will mean limited literacy (reading, writing, spelling) even in middle school. That la-la land is known by the name Whole Language.

At the end of the day, when ed school professors declare, "So you see, phonics doesn't work," what could a young teacher in training respond except, "Right! I get it, Whole Word all the way! Thank you, Professor Goodman."

Meanwhile, children taught to read with phonics (which Goodman dismisses as unworkable) routinely learn to read by the age of seven.

Reading Goodman, I constructed this meaning: when the cat of common sense is away, the sophistical mice will play.

5 of 12 people found the following review helpful.
No Balony
By erinpiperdane@uswest.net
The "school" System has a vested interest in the micro-management of learning (to read) and thus grossly mis-applies whatever reasonable thing that comes its way, including the work of Ken Goodman. All bureaucracies have this tendency of micro-management, a stark example of which is the monstrous abuse of Jesus' teachings by the early Catholic Church, for which many people have rejected Jesus' message and humane example, in favor of yet another bureaucratic system of "accounability", namely, metaphysical humanism/secularism.(I don't mean to be controversial; I wish only the very best for people of whatever metaphysical pursuasion). Ken Goodman shows the stable center-position of the nature of reading. But then, because of its pursuasive power, the "school" system uses it to gain tighter control of childrens' learning to read and adults' efforts to help them read. Micro-managing the learning of reading is only as potentially handicapping for the learner as the complexity and the number of the aspects of reading which are being micro-managed. Thus, micro-management of learning phonics (which is only minor one aspect of reading) naturally has less potential for being a handicap for children in learning to read than is the case when a number of aspects of reading are being micro-managed---especially if those aspects are of a high intellectual order. Ken Goodman's argument for whole (holistic) language should be read primary with an interest in what is true of reading, and only secondarily with an interest in the question of reading instruction. To do otherwise only produces absurdities on both sides of the insitutionalized-reading- instruction 'wars': those claiming to favor Goodman's work and who claim to be proponents of whole language, but who miss the real point that Goodman makes and who then grossly mis-apply his work; and those who, largely because of this mis-application and its clearly more horrible consequences, blaim Goodman for that mess and call his argument balony. Many people call themselves Christians too, but, as one bumper-sticker says, "Jesus loves you, but everybody else thinks you're an ______" I hope I don't come across to some people as ranting at them. I only want to make the matter as plain as possible and in a quiet, friendly manner. Unfortunately, to make some crucial points clear sometimes requires giving examples that happen to be emotionally charged for many people. I hope this review encourages everyone to read this book (and every book) by Kenneth Goodman, and that it helps them truly understand the real issue that he addresses. I also recommend the comparable works of Frank Smith, especially his Understanding Reading and The Book of Learning and Forgetting. I appreciate your consideration.

5 of 13 people found the following review helpful.
No Balony
By erinpiperdane@uswest.net
The "school" System has a vested interest in the micro-management of learning (to read) and thus grossly mis-applies whatever reasonable thing that comes its way, including the work of Ken Goodman. All bureaucracies have this tendency of micro-management, a stark example of which is the monstrous abuse of Jesus' teachings by the early Catholic Church, for which many people have rejected Jesus' message and humane example, in favor of yet another bureaucratic system of "accounability", namely, metaphysical humanism/secularism.(I don't mean to be controversial; I wish only the very best for people of whatever metaphysical pursuasion). Ken Goodman shows the stable center-position of the nature of reading. But then, because of its pursuasive power, the "school" system uses it to gain tighter control of childrens' learning to read and adults' efforts to help them read. Micro-managing the learning of reading is only as potentially handicapping for the learner as the complexity and the number of the aspects of reading which are being micro-managed. Thus, micro-management of learning phonics (which is only minor one aspect of reading) naturally has less potential for being a handicap for children in learning to read than is the case when a number of aspects of reading are being micro-managed---especially if those aspects are of a high intellectual order. Ken Goodman's argument for whole (holistic) language should be read primary with an interest in what is true of reading, and only secondarily with an interest in the question of reading instruction. To do otherwise only produces absurdities on both sides of the insitutionalized-reading- instruction 'wars': those claiming to favor Goodman's work and who claim to be proponents of whole language, but who miss the real point that Goodman makes and who then grossly mis-apply his work; and those who, largely because of this mis-application and its clearly more horrible consequences, blaim Goodman for that mess and call his argument balony. Many people call themselves Christians too, but, as one bumper-sticker says, "Jesus loves you, but everybody else thinks you're an ______" I hope I don't come across to some people as ranting at them. I only want to make the matter as plain as possible and in a quiet, friendly manner. Unfortunately, to make some crucial points clear sometimes requires giving examples that happen to be emotionally charged for many people. I hope this review encourages everyone to read this book (and every book) by Kenneth Goodman, and that it helps them truly understand the real issue that he addresses. I also recommend the comparable works of Frank Smith, especially his Understanding Reading and The Book of Learning and Forgetting. I appreciate your consideration.

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