Disrupting Thinking: Why How We Read Matters
- Downloads：4140
- Type：Epub+TxT+PDF+Mobi
- Create Date：2021-10-21 11:15:56
- Update Date：2025-09-23
- Status：finish
- Author：Robert Probst
- ISBN：1338132903
- Environment：PC/Android/iPhone/iPad/Kindle
- Download
Summary
In their hit books Notice and Note and Reading Nonfiction， Kylene Beers and Bob Probst showed teachers how to help students become close readers。 Now， in Disrupting Thinking they take teachers a step further and discuss an on-going problem: lack of engagement with reading。 They explain that all too often， no matter the strategy shared with students， too many students remain disengaged and reluctant readers。 The problem， they suggest， is that we have misrepresented to students why we read and how we ought to approach any text - fiction or nonfiction。
With their hallmark humor and their appreciated practicality， Beers and Probst present a vision of what reading and what education across all the grades could be。 Hands-on-strategies make it applicable right away for the classroom teacher， and turn-and-talk discussion points make it a guidebook for school-wide conversations。 In particular， they share new strategies and ideas for helping classroom teachers:
–Create engagement and relevance
–Encourage responsive and responsible reading
–Deepen comprehension
–Develop lifelong reading habits
“We think it’s time we finally do become a nation of readers， and we know it’s time students learn to tell fake news from real news。 It’s time we help students understand why how they read is so important，” explain Beers and Probst。 “Disrupting Thinking is， at its heart， an exploration of how we help students become the reader who does so much more than decode， recall， or choose the correct answer from a multiple-choice list。 This book shows us how to help students become the critical thinkers our nation needs them to be。"
Includes online resource bank。
With their hallmark humor and their appreciated practicality， Beers and Probst present a vision of what reading and what education across all the grades could be。 Hands-on-strategies make it applicable right away for the classroom teacher， and turn-and-talk discussion points make it a guidebook for school-wide conversations。 In particular， they share new strategies and ideas for helping classroom teachers:
–Create engagement and relevance
–Encourage responsive and responsible reading
–Deepen comprehension
–Develop lifelong reading habits
“We think it’s time we finally do become a nation of readers， and we know it’s time students learn to tell fake news from real news。 It’s time we help students understand why how they read is so important，” explain Beers and Probst。 “Disrupting Thinking is， at its heart， an exploration of how we help students become the reader who does so much more than decode， recall， or choose the correct answer from a multiple-choice list。 This book shows us how to help students become the critical thinkers our nation needs them to be。"
Includes online resource bank。
Reviews
Hannah Tiffany
，
A phenomenal book about teaching reading！ It gave me many ideas for my classroom。
Hilarry
，
This is one of the few PD books that I have read cover to cover。 I am reading this for a continuing education class for my state teaching license。 I find it funny how a lot of what we as teachers were taught in lecture and theory do not match application。 Which this book fully supports。 A lot of education changes need to happen。 But often， we as teachers get worried about the state tests that we loose focus on the life long reading skills needed to become good citizens。 This book proved that you This is one of the few PD books that I have read cover to cover。 I am reading this for a continuing education class for my state teaching license。 I find it funny how a lot of what we as teachers were taught in lecture and theory do not match application。 Which this book fully supports。 A lot of education changes need to happen。 But often， we as teachers get worried about the state tests that we loose focus on the life long reading skills needed to become good citizens。 This book proved that you can change the style of teaching reading to fit more readers level and encourage a desire to read amongst students。 And have the same if not greater impact on state scores。 The only way to become better readers is to read and enjoy doing so。 I gave it 4 stars because after the 9th chapter it just repeats。 But it has a lot of great ideas and techniques for reading。 But above all， I loved how it made me think about what is important in reading and what isn’t。 Hindsight is truly 20/20。 I will use this book in my career。 。。。more
Kelley
，
Every teacher of reading needs this book。 Game-changer。
Susan
，
The meaning behind the title Disrupting Thinking is twofold。 First， authors and educators Kylene Beers and Robert E。 Probst provide strategies that ask our students to disrupt their thinking while reading （making connections to the text more meaningful than answering proscribed questions or filling in a chart or Venn diagram）， but， more importantly， they ask educators to disrupt their thinking—when it comes to how we instruct students in reading （and what we ultimately want them to get out of re The meaning behind the title Disrupting Thinking is twofold。 First， authors and educators Kylene Beers and Robert E。 Probst provide strategies that ask our students to disrupt their thinking while reading （making connections to the text more meaningful than answering proscribed questions or filling in a chart or Venn diagram）， but， more importantly， they ask educators to disrupt their thinking—when it comes to how we instruct students in reading （and what we ultimately want them to get out of reading instruction—hint: it’s not just fluency and vocabulary）。Sometimes， I read a book and can acknowledge that it’s a good book， but I’m just not the right reader for it。 I am the right reader for Disrupting Thinking， but I read it in the wrong context—that is， by myself， at home， coffee in hand， the way I usually read。 As I was reading， I became restless， wishing I could immediately turn to other teachers and discuss what I was reading， especially when I arrived at the “Turn and Talk” questions at the end of each chapter。 This is a great book for a group read/study or professional learning event， but， if you’ve read Beers and Probst’s previous books， there isn’t a lot of new information。 So， although I found the book to be inspiring and I did jot down a lot of ideas into my notebook， I don’t know if the book offered anything that I didn’t already know。 I would most likely recommend this book to newer educators， teachers who plan to embark on a group study， or literacy leaders planning to disperse new strategies to staff—especially to those who definitely need a disruption to their thinking。Here’s a brief overview if you need help deciding whether or not to add Disrupting Thinking to your classroom resource library:The authors start by describing the type of readers they hope to produce。 Responsive reading refers to being alert to your reactions while reading， while responsible reading is attending to what is on the page。 Compassionate reading goes beyond the reader and the text to the world。 This segues into the BHH framework， which is essentially asking/answering the questions， What’s in the book？ What’s in your head？ What’s in your heart？ This， in turn， connects to strategies that are outlined in the authors’ previous books， Notice and Note， Reading Nonfiction， and When Kids Can’t Read， all of which provide a more in-depth look at the strategies described in this book。 Disrupting Reading reintroduces the reading signposts， adding a new layer that helps readers see the book/reader/world connection。 For example， Notice and Note shows how readers can be taught to recognize when a character has an “a-ha” moment and get them thinking about what that signifies to the character/plot/theme。 Disrupting Thinking suggests that the signposts can be used to help students recognize their own reactions to the book。 A reader may experience their own “a-ha” moment when their thinking has been “disrupted。” This might “change， challenge， or confirm” the reader’s viewpoint。The book also offers strategies for disrupting thinking while reading nonfiction。 The signposts for nonfiction （discussed at more length in Reading Nonfiction） provide a framework for helping students make meaningful connections to informational texts。 Here， the authors connect the Signposts to the “Three Big Questions”: What surprised you？ What did the author think you already knew？ What changed， challenged， or confirmed your thinking？The book concludes with sections on why student choice matters and a look at “best practices” especially in terms of the value of silent reading。 。。。more
Allyson Smith
，
Absolutely amazing book for teachers！ I love this style of text so much。 Bob & Kylene write this book to work WITH you， not simply talk at you。 They allow you to sit with their ideas and research， not judge you or make you feel like a terrible teacher。 Most importantly， they allow you to take their points and adjust to your classroom and teaching style。 This is what I loved about this book。 It’s not “one size fits all” or a program you need to purchase。 Highly recommend！
Gabriel
，
Really insightful perspective on how we should be changing teaching in the classroom。 While I do disagree with some concepts shared in the book （namely her ideas on what the "most important" reading is）， I found most of it to be thought-provoking， and I hope I am able to use these ideas in my own future teaching。 I think we have undervalued silent reading for far too long， so I am glad that there is research backing up my opinion on the subject。 Really insightful perspective on how we should be changing teaching in the classroom。 While I do disagree with some concepts shared in the book （namely her ideas on what the "most important" reading is）， I found most of it to be thought-provoking， and I hope I am able to use these ideas in my own future teaching。 I think we have undervalued silent reading for far too long， so I am glad that there is research backing up my opinion on the subject。 。。。more
Kristin Bateman
，
I read this for a grad class I'm taking and while some of the ideas are solid， I'm not sure how the strategies presented would work in a high school， with a large Special Education population。 We shall see！ I read this for a grad class I'm taking and while some of the ideas are solid， I'm not sure how the strategies presented would work in a high school， with a large Special Education population。 We shall see！ 。。。more
Alicia
，
Plenty of Post-its for comments， suggestions， and thought-provoking conversations between the authors and students （or teachers） to reflect on more fully。 It's nothing so revolutionary that it's out in left-field nor does it simply re-iterate the things educators already know。 It's a healthy mix of reminders and news ways of thinking and doing。 As a librarian I can use it as talking points with teachers but also in how I speak to students and my own kids about what they're reading。 And who doesn Plenty of Post-its for comments， suggestions， and thought-provoking conversations between the authors and students （or teachers） to reflect on more fully。 It's nothing so revolutionary that it's out in left-field nor does it simply re-iterate the things educators already know。 It's a healthy mix of reminders and news ways of thinking and doing。 As a librarian I can use it as talking points with teachers but also in how I speak to students and my own kids about what they're reading。 And who doesn't love the premise of the book about the girl who said "who said that socks have to match？" Well-played kid。 Yes， let's "make good trouble" and disrupt thinking。 Some of their more memorable suggestions have to do with responding with book/head/heart and using signposts。 But often， the transcripts of conversations with kids， especially the older ones who don't enjoy reading and don't "understand" the questions because they see it as work was a valuable mirror。 Likewise， the chapter about silent reading and reading in schools was practical and useful， discussing all the ways that books need to be silently read in school because of book deserts or the ability to read quietly at home in general。 Similarly， whole class reads are often not the best thing because reading a novel for 8 weeks is torture for anyone-- to paraphrase them-- if you love it， you want to devour it quicker and if you hate it， you want to be done with the torture asap。 "We think that knowing what the text says is critically important。 It is a necessary part of the meaning-making experience， but it is not sufficient。 Additionally， we must teach students how to read with curiosity。 And they need to be willing to raise questions。""When the reader notices what's going on inside himself and feels the emotion or raises the question that the text evokes。。。 he is instead opening himself up to the text， interacting with it， accepting its invitation into the fictional world or -if nonfiction- recognizing its intrusion into his world， and using it to help him make sense of his own experience。" "Interest is about something out there， out in the world。。。 Relevance， by contrast， is always personal。 Relevance is about what matters to you。""And yet， we know that children with parents who are barely literate do as well in school as children whose parents have university degrees if the homes have 500 or more books for children。 Put another way， children who grow up in homes with no books tend to be about three years academically behind children who grow up with books （and that's controlling for issues such as income， home language， and parents' educational level）。""It showed that fifth graders who were in the 98th percentile read 65 minutes a day outside of school。 This meant that in a year， they saw around 4。3 million words。""Listening doesn't build reading stamina; listening doesn't allow the reader to decide when to reread， when to untangle a confusion， when to mull over a favorite passage， when to stare at illustrations。 Listening doesn't allow the student to take responsibility for the reading。 But it does allow us all to experience the text together。" 。。。more
Alecia
，
Love the focus on engagement， response， and joy here — students need to enjoy reading and talk about reading to want to keep reading。 Interest begets engagement， and Beers and Probst think that through well and offer practical ideas for encouraging it with the BHH discussion framework。 There's so much out there on reading strategies， and I think those often become the touchstones for teachers， maybe because we can explicitly teach strategies。 There's a clear role for us in strategy instruction。 Love the focus on engagement， response， and joy here — students need to enjoy reading and talk about reading to want to keep reading。 Interest begets engagement， and Beers and Probst think that through well and offer practical ideas for encouraging it with the BHH discussion framework。 There's so much out there on reading strategies， and I think those often become the touchstones for teachers， maybe because we can explicitly teach strategies。 There's a clear role for us in strategy instruction。 But， the further and deeper I get into teaching， the more I think that valuing students' emotions and response and textual connections is the most vital part of helping them build readerly and writerly identities。 And that's a harder， more impressionistic game for teachers。This text sometimes felt repetitive of Beers and Probst's （and Kittle's） previous work， but I liked the higher-level treatment of these ideas。 Decided to try teaching it in my methods seminar this semester， and we'll see how it goes。 。。。more
Richard
，
Beers and Probst have written a career-altering book for any teacher but especially those who teach reading and any of the areas of English language arts。 I just wish they had written it sooner。 I’m in my 26th year of teaching and began reading this book after our school’s English department chair came back from a meeting where District personnel raved about it。 I’m not sure if that means that our district， Miami-Dade， would endorse everything in the book but I’d like to give it a try and any ot Beers and Probst have written a career-altering book for any teacher but especially those who teach reading and any of the areas of English language arts。 I just wish they had written it sooner。 I’m in my 26th year of teaching and began reading this book after our school’s English department chair came back from a meeting where District personnel raved about it。 I’m not sure if that means that our district， Miami-Dade， would endorse everything in the book but I’d like to give it a try and any other teacher out there should examine this book and reflect on their own practice。 For one thing， I now realize that in my efforts to make my 8th grade classes interesting， I may have neglected to at least some degree to make the reading relevant。 For almost two decades I’ve watched students dread reading; even some of our best students go to great lengths to avoid reading。 So， too often I think we have sunk to the level of assigning 30 pages of home reading and then asked students an obscure question from page 27 to see if they have done the reading。 I’m going to require more silent reading but also ask more dialogue questions。 Somehow I want to integrate more choice—real choice—in the books that students read， although our school’s tradition is built upon a long listed of teacher-selected books， some of which even I have despised。 The authors keep asking where do you want to see you teaching of reading three years from now。 I hope it doesn’t look exactly like it does now。 。。。more
Odla
，
I love reading。 I always have time to read even in my busy time。 Well， even I love reading I don't even know the real meaning behind it。 I once looked for article about reading in Medium。 I read what people wrote and thought about reading， slow but sure I understand the meaning of it and I try to apply it every time I read。 For some people maybe reading is an activity for pleasure after work or else but for me reading is kind of activity that help me change the way I am。 The way I see around me I love reading。 I always have time to read even in my busy time。 Well， even I love reading I don't even know the real meaning behind it。 I once looked for article about reading in Medium。 I read what people wrote and thought about reading， slow but sure I understand the meaning of it and I try to apply it every time I read。 For some people maybe reading is an activity for pleasure after work or else but for me reading is kind of activity that help me change the way I am。 The way I see around me and the way I think about the world。 What authors do here is extraordinary。 This book really open my eyes about reading as general。 A lot of things that we need to consider when we reading。 Critical thinking， that's what I catch from them。 Whatever sources that you read， don't forget to check it， ask it to yourself， ask it to your mind。 We will find fun method that authors wrote in here。 We still can make reading for pleasure even after we use the method that they give to us in here。 Everybody can have their opinion about reading and I like to hear it from them as soon as possible。 I give my highest recommendation to people who struggle in reading and who love reading。 。。。more
Florence Scott
，
This has become my bible as I plan lessons and provide choice for my students in our classroom。 Beers and Probst demonstrate， once again， the importance of students finding relevance in what they read so they can create their own， personal connections that allow them to Disrupt their own Thinking。 So good that I've presented the strategies presented at both district and state levels for other teachers！ This has become my bible as I plan lessons and provide choice for my students in our classroom。 Beers and Probst demonstrate， once again， the importance of students finding relevance in what they read so they can create their own， personal connections that allow them to Disrupt their own Thinking。 So good that I've presented the strategies presented at both district and state levels for other teachers！ 。。。more
Kari
，
I enjoyed this book， but it's basically a compilation of their earlier works， so it earned a lower rating。 I enjoyed this book， but it's basically a compilation of their earlier works， so it earned a lower rating。 。。。more
Julie
，
Re-read again this summer。 It will probably be one I revisit often。 Such a powerful and important book！
Cheriee Weichel
，
This book provides a new way of looking at how we talk about our reading。 While it's set in America against a backdrop of high stakes testing， much of this will be relevant to teachers here in Canada who want to ensure that children grow up to be social activists engaged in deep aspects of democracy。 A couple of things surprised me。 First， although I knew the amount of reading a student did made a difference in their academic achievement， the numbers in vocabulary acquisition based on how much r This book provides a new way of looking at how we talk about our reading。 While it's set in America against a backdrop of high stakes testing， much of this will be relevant to teachers here in Canada who want to ensure that children grow up to be social activists engaged in deep aspects of democracy。 A couple of things surprised me。 First， although I knew the amount of reading a student did made a difference in their academic achievement， the numbers in vocabulary acquisition based on how much reading was going on stunned me。 Second， although I would never want to spend more than a month reading a novel out loud， their suggestion that it shouldn't take more than a week was an aha moment for me。 I wish I had read this book while I was still teaching。 I hope I can use these ideas if I end up substitute teaching in the coming year。 At the very least I hope to be able to use the HBB model for book club conversations。 The most distressing thing for me is that we still need to assert the importance of free choice reading everyday for students。 。。。more
TJ Wilson
，
I very much agree with this wonderfully honest and true book of teaching philosophy。 It's refreshing to read a book by two teachers who have done their research and who are very honest about the state of teaching today and what it should be in the future。This book will most assuredly live on in my classroom and， hopefully， my students。 I very much agree with this wonderfully honest and true book of teaching philosophy。 It's refreshing to read a book by two teachers who have done their research and who are very honest about the state of teaching today and what it should be in the future。This book will most assuredly live on in my classroom and， hopefully， my students。 。。。more
Margaret
，
This was an amazing book that not only affirmed some of my reading teacher practices。。。but also made me pause and think。。。why am I do this or why am I not！！ This is a MUST read！ Amazing book for schools to read as they review the reading culture and tone of their school。
Heather
，
I’m a big fan of Notice and Note so I was obviously interested in reading their newest book。 For me this book gave answers to several frustrating questions I’ve been asking myself。 I feel like this book gave me a clear and simple solution。 I cannot wait to take this back to my classroom！！
Melinda
，
Well， I finished this book - I loved it！ ☺💕👍 I want all the teachers I know who have anything to do with the teaching of reading to read it。 I firmly believe that our school is close to using/creating “disruptive next practices”， rather than just relying on someone else’s “best practices”; and that it will lead to more innovation and more successful students。 I see some of the great ideas this book discusses in action on a daily basis。 However， for me， as school librarian， it does lead me to som Well， I finished this book - I loved it！ ☺💕👍 I want all the teachers I know who have anything to do with the teaching of reading to read it。 I firmly believe that our school is close to using/creating “disruptive next practices”， rather than just relying on someone else’s “best practices”; and that it will lead to more innovation and more successful students。 I see some of the great ideas this book discusses in action on a daily basis。 However， for me， as school librarian， it does lead me to some conundrums; and just like when I listened to Mr。 Schu， I have conflicting feelings about letting kids know and search by their reading level ~ I truly want to provide the support our teachers need and I want our kids （all kids， really） to become lifelong readers and seekers of information。 Choice （including guided choice） is so key to becoming a lifelong reader。 And now， a second conundrum is thinking about whether or not “classroom reads” do more harm than good， and how we can assure the latter。 I have always been a strong supporter of this， but。。。now I have more food for thought！ I loved how this book made use of BHH （Book， Head， Heart）。 The examples where Kylene made reference to Tie a Yellow Ribbon and The Bridges of Madison County had me with both Head and Heart。 It is packed with good strategies and plenty of research-based whys and a lot of examples and reasoning。 The conclusion almost made me cry because， like the authors， i believe that children who are well-informed and empowered readers and who love to read will become caring， concerned， open-minded adults who will want to and work to make the world a better place。 Okay， I am stepping down from my soapbox。 As soon as I finish with my notes and quotes， this book will be ready for another reader - by Friday， for sure！ ☺👍👍📚🎉 。。。more
Emerald
，
I was torn on whether or not to give this book 4 or 5 stars， and I settled on 4 for a few reasons。 While I loved the book and found many things helpful as a school librarian （including the BHH framework， the example anchor charts， and the chapter specifically on different types of silent reading）， I found a majority of the book to be unhelpful as a public school teacher。 A lot of the recommendations made in the book would make amazing changes in our schools， yet until the district or the state d I was torn on whether or not to give this book 4 or 5 stars， and I settled on 4 for a few reasons。 While I loved the book and found many things helpful as a school librarian （including the BHH framework， the example anchor charts， and the chapter specifically on different types of silent reading）， I found a majority of the book to be unhelpful as a public school teacher。 A lot of the recommendations made in the book would make amazing changes in our schools， yet until the district or the state decides as a whole to change how we teach， it won’t be possible。 I hope that I can take away some of the things I’ve read and apply them in the library in a way that students can carry over into their personal reading lives。 。。。more
Janice Robertson
，
Loved it even though it didn’t offer much of anything new from previous books。 If you’re new to Beers， I wouldn’t recommend this one as the starting point。 Great review of previous ideas but little new material。
Aron
，
Although I took this out of the library because it sounded like a book on the philosophy of reading， I found it engaging as a way of encouraging my children to read as a method of challenging how we live our lives and think about it。 It suggests children to through a BHH strategy， identifying what the book is saying （B） what their head （H） is telling them what their heart （H） is telling them。 This is just the beginning， but the authors go into how they approach reading and encourage teachers to Although I took this out of the library because it sounded like a book on the philosophy of reading， I found it engaging as a way of encouraging my children to read as a method of challenging how we live our lives and think about it。 It suggests children to through a BHH strategy， identifying what the book is saying （B） what their head （H） is telling them what their heart （H） is telling them。 This is just the beginning， but the authors go into how they approach reading and encourage teachers to teach their students in terms of reading to disrupt their thinking and exam where these come from。 I imagine this might be too disruptive a message for some， I enjoyed it and encouraged me to present reading to my children。 。。。more
Laura
，
I got this book through my school district。 I'm probably a hostile audience but I have the right to express my opinion。I agreed with some parts of the book。 I disagreed with others。 I became leery because of the term activism but I understand it's because the authors are trying to evoke passion。 We need more passion in teachers and in students。 I often find my passion in books I read。 I hope to teach my students this。 I got this book through my school district。 I'm probably a hostile audience but I have the right to express my opinion。I agreed with some parts of the book。 I disagreed with others。 I became leery because of the term activism but I understand it's because the authors are trying to evoke passion。 We need more passion in teachers and in students。 I often find my passion in books I read。 I hope to teach my students this。 。。。more
Kristin
，
This was a very motivating and inspiring professional read for me！ I read it in chunks throughout my summer break taking lots of notes。 I incorporated several pieces of research and various ideas into PD I led over the summer。 This is one all educators should have on their shelf！
Laura
，
This review has been hidden because it contains spoilers。 To view it， click here。 By changing how we engage students with reading， we can change how young readers learn to interact with the text。 The BHH framework （book， head， heart） allows students to use the text to think and possibly be changed by what they read。
Beth
，
When you find a book that your reading ideologies just about perfectly line up to 🙌🏻👏🏻👊🏻 my favorite quote regarding turning every book into a project， summary， or test:"Seriously， as you finished the book you most recently enjoyed， did you pause， hold the book gently in your hands and say to yourself， ‘This time， this time， I think I’ll make a diorama’？…Do you write summaries of what you read， make new book jackets， rewrite the ending， take tests over every text？ Any text？ Do you want your read When you find a book that your reading ideologies just about perfectly line up to 🙌🏻👏🏻👊🏻 my favorite quote regarding turning every book into a project， summary， or test:"Seriously， as you finished the book you most recently enjoyed， did you pause， hold the book gently in your hands and say to yourself， ‘This time， this time， I think I’ll make a diorama’？…Do you write summaries of what you read， make new book jackets， rewrite the ending， take tests over every text？ Any text？ Do you want your reading level put on a bulletin board for all to see。 ****Do you even know your damn reading level？"****For a PD book I loved that it was fiesty and direct。 I loved that they talked about students LOVING reading。 It just spoke to my reader heart and my teacher heart。 Every reading teacher， reading specialist， principal， superintendent， curriculum writer needs to read this book so students enjoy reading for the love of it rather than killing off any chance they have of being a reader。 。。。more
Kathy
，
This is how teaching reading should be！ We need to get to the heart of the books we read or we will never truly become readers。 Highly recommend for all grade level teachers。
Melody Riggs
，
LOVED this book。 It made me really think about what I am asking my students to do when I ask them to read。 I liked most that they advocate that in he end， we read to be changed， and that's what we need to ultimately keep in mind。 LOVED this book。 It made me really think about what I am asking my students to do when I ask them to read。 I liked most that they advocate that in he end， we read to be changed， and that's what we need to ultimately keep in mind。 。。。more
Nikki
，
Just read it。 This book is so necessary and timely in an educational system that perpetuates injustice subconsciously and hides behind jargon instead of doing right by children。 I promise this book won't disappoint。 Thanks for encouraging me to read it sooner rather than later， Erin。 Just read it。 This book is so necessary and timely in an educational system that perpetuates injustice subconsciously and hides behind jargon instead of doing right by children。 I promise this book won't disappoint。 Thanks for encouraging me to read it sooner rather than later， Erin。 。。。more
Joy Kirr
，