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What our customer's say!

"parents and educators need to understand this", Dr. Mel Levine has worked for a long time with children so that they could grow up feeling responsible, successful and with good self esteem. He has spent a great deal of time working with experts in many disciplines in order to understand how children learn and how to help them if they are struggling.

He has broken learning into several areas of input, processing, storage, retrieval and output. Parents and educators can use this information to understand where a child may be having problems and then use ideas from his book to help turn things around for the child/student.

What the book does let us know is that learning is not easy but more like rocket science, in that it is a combination of innate abilities and deficits of the child, and the abilities of the adults to work with the abilities and help remediate the deficits through a combination of interventions and accommodations. There is also no quick turn around, since the educational demands change over time with new areas of difficulty recognized with the increased demands.

"Great! It'll change your perspective!", In this book you realize that there is really no such thing as dumb, that all brains work differently. It helps focus on the REAL issues of learning, instead of lumping your understanding into ADHD or some other category. You should read it!

"The Best Book on the Market for Your Struggling Learner", Dr. Levine's book, A Mind at a Time, is so comprehensive that it is challenging to pare it down to a few essential ideas. He begins by telling the reader why he is "a pediatrician with a mission". He endeavors to accurately describe the struggles of unsuccessful children, to explain the brain's working and dysfunctions which we all experience and see in others, and to provide a "road map" for parents and teachers to knowledgeably observe their children's cognitive development. This observation by a trained eye allows for early detection of breakdowns in learning as well as necessary identification of a child's cognitive strengths, overall assets, and consuming passions. Interestingly, research into problematic learning is also a study of all learning, and how the brain is supposed to function. Only when we are equipped with accurate information regarding a child's diverse kind of mind can we begin to explain why they are struggling and how they can best conquer or compensate for these challenges. It is vital that this knowledge be openly shared with young developing minds so that they know from the start that they are not what they feared, but rather free to grow stronger given the knowledge and help they need to succeed.

Dr. Levine's text covers an overview of the ways of learning, and how lifestyle choices can help or hurt an individual's learning styles. He then goes on to detail the eight neurodevelopmental systems, chapter by chapter: the Attention Control System, the Memory System, the Language System, the Spatial Ordering System, the Sequential Ordering System, the Motor System, the Higher Thinking System, and the Social Thinking System. These systems develop at diverse paces, but must be utilized to grow strong and to stay strong. Although complex and detailed, this book is written in terms a layperson can understand with some thoughtful reading and perhaps a little rereading.

Chapter 10 is devoted to helping the educator or parent pinpoint the areas of breakdown based on evidence from past productivity, behaviors, and learning difficulties. Dr. Levine has divided these areas of breakdown into particular profiles based upon recurring patterns that occur with particular types of brain wiring. He explains each profile, giving case studies to better illustrate what may be typical of each profile. He also details different emotional mindsets that can interfere with a child's achieving his or her potential, and provides strategies to overcome those negative behaviors. Finally, he addresses the benefits and possible detriment of testing, and the outcomes in adulthood.

Dr. Levine adds several additional chapters to provide even more tools for working with different kinds of minds. He discusses the management of a profile, which is broken down into stages: demystification, accommodations, interventions at the breakdown points, strengthening strengths and affinities, protection from humiliation, and using professional therapies. He devotes a whole chapter to provide parents with best methods for nurturing these children at home. He also devotes a chapter to the teacher's role and what types of policies are practiced in "a humane school".

I especially appreciate Dr. Levine's kind heart, which is evident throughout this book. He encourages parents and educators who know a child with a brain that is not meeting necessary demands not to give up on that child, and don't allow them to give up on themselves either. He reminds us that our minds are not stagnant, but come into their own with time. School is the hardest thing that many of these kids are ever going to have to face, because it focuses so intensely on particular skills, such as math and language, while devaluing other important skills, such as interpersonal abilities and creativity. He also reminds us that report cards are notoriously poor predictors of a child's potential. Throughout the numerous case studies, Dr. Levine is an encourager, an empowering force, the voice of hope and predictor of success. His position, experience, and knowledge of current research lend weight to his optimistic determination. Later, at the end of each chapter detailing the neurodevelopmental systems, Dr. Levine lists strategies, a tool box of helpful, practical information to help students, their teachers, and their parents in ways that are immediate and useful. He considers these children to be heroes and heroines, distinctively different in their learning styles, but valiantly courageous in their ability to cope, their resilience, and their will to overcome.

Dr. Levine has covered his topic completely, with every avenue of possibility addressed appropriately and in the most humble, helpful manner. I have worked with a developmental pediatrician who trained under Dr. Levine, and I can say without any hesitation, if I was younger, I would jump at the chance to train under Dr. Levine myself.

"Instruction manual", Thank you Dr. Levine for this instruction manual about the mind!!! I have read this book several times already and learn something new each time I read it. I continue to use it as a reference for when I am stumped about either my own behavior or a child's behavior.

"Informative - should be read by all parents and teachers!", This book clearly defines how different minds learn and process the vast amounts of information encountered on a daily basis in school and in everyday life. The author is clearly at the top of his field and can very easily communicate his findings in a way that is easy to comprehend, extremely informative and interesting to read.

Read this reviews before You buy...

"Good reading to understand how a mind works", The book illustrates how the mind of a child works and learns. It is clear and well written and can be also entertaining. It applies to children with or without learning disabilities. The main thesis is that for better or worse, everybody is afflicted by a learning disability, even if that can be minor and didn't give rise to any problem at school. Defects can be unnoticeable and go undetected. Sometimes those problems lies in unexpected places. We can develop, consciously or unconsciously, strategies to come around those little difficulties. However, the book does not provide practical guidance to detect those difficulties or to cope with them. It provides an useful background but not a roadmap. Sometime the author comes up with commonsensical advise. However, it is a very good starting point.

"1", I do not usually write reviews in Amazon.com as I am not really comfortable with the English language. I am not an expert either as Mr. Daniel T. Willingham the reviewer below. I am writing this because I think the review by Mr. Willingham is unfair toward Mr. Levine and his book. Mr. Willingham mentions how Mr. Levine gets a great many things wrong,(when he mentions only two points that are connected) as if cognitive psychology gets all things right and is the yardstick for theorizing for the brain. I am wondering if Mr. Willingham had read evolutionary psychology their theories about the brain, e.g. mass modularity of the brain, and their confrontation with cognitive psychology. I could not help myself from writing this review when I read "Many of the "processes" that Levine discusses appear nowhere in the scientific literature." What does this mean? If there is not in the scientific literature he cannot write about his thoughts and maybe be correct too (at least for the most part).

Next he writes:
"Levine seems to think that he can intuit these fundamental processes through case studies. This is exactly the method used by Freud, and the results are about the same. Freud at least had the excuse that there was not a world of research on the subject that he was systematically ignoring."
If Mr. Willingham thinks that Levine and Freud follow the same methods he could read some books on Freud's life and ideas complemented with books from philosophy of science.

Where is the world on research on the subject Mr. Willingham? I would take everything back if you give us prior research on this specific subject.
Is this a review from a doleful professor that thinks something like this? I read all the theory, I did all by the book, I did not put any original theory forward not because I could not think anything new, I have thought a lot of new interesting things but I am still waiting the back up of scientific literature.
:-( So why Levine is so famous and successful and not myself, I just proved with my review that I am smarter and more careful than Levine.)

Myself I am not a professor but I am not close-minded either and because this book was very helpful to me I gave it 5 stars.

"Rambling; lacking citations; some good ideas nevertheless", Let me be clear that I'm reviewing the book, not the doctor. I ordered this book because I'd heard Dr. Levine speak on television. He's affable and convincing. He makes a powerful case for the need to respect different learning styles and incorporate every adult involved in a child's education in developing a tailor-made plan. The problem is that the case he makes is less powerful here in print, where he never drops a citation or gives credit or offers anything but anecdote to bolster his claims. That could be fine, but it wasn't the scholarly discourse I was hoping for. And he sometimes runs long in the speaking. Dr. Levine may be a whizbang at communicating with kids and extremely sensitive to the needs of an individual, but it seems he's a little less astute at judging the attention of a remote audience--or this one, anyway. I found it brutally hard to finish this book. Now that I have, I plan to use it the way I believe that it should have been written: piecemeal, as I find I have need. This is a manual, not a story, and I believe it would have benefited from a more streamlined presentation.

"Brilliantly Simple", Dr. Levine teaches that it is more helpful to understand HOW a child behaves and not WHY a child behaves in the way he does. What a brililantly simple idea - a paradigm shift. If you think in this way, then you can go to work immediately on finding the solutions that fit your child. After reading "A Mind at a Time", I saw my son's behavior in terms of HOW and was able to start to address it. (For years my wife and I had been discouraged and tried absolutely everything with little effect.)

Recently I came upon "Behavior Coaching" by Dr. Scott Hall who seems to be of the same school of thought with Dr. Levine. "Behavior Coaching" takes the theory of "A Mind at a Time" and directly employs it in a step-by-step action plan for improving your child's behavior. Great companions, "A Mind at a Time" and "Behavior Coaching", get them both to help you hone your parenting skills.

"I love this book!", I am a school psychologist intern. I bought this book to help me better understand the cognitive influences of learning problems. This book is great! It's easy to read and understand and not dry like many of the text books I've read. I would recommend this book to parents, school psychologists and teachers alike. This is one of the most useful books I've bought, by far.