True to his own kind of mind, the author’s popular guide to learning disorders is stronger in its taxonomy of learning woes than the options it offers for active intervention. Written for the lay reader, it provides anatomy-free conceptual schemata for our "neurodevelopmental" systems of attention, memory, language, spatial and sequential ordering, motor function, and conceptual and social thinking. A useful feature is a section titled "Minds Over Time" at the end of each section giving norms at each stage, much as Piaget and Anna Freud have described developmental lines. Interventions are largely limited to remedial practice, but the problems are so well specified and described that this is a great service. So much of what we teach in psychotherapeutic supervision is clinical tact, empathic manners, and, above all, language with which to explicate diagnostic and treatment theory in usable terms for patients. For any of us who deal with the cognitive problems of children, even in passing, this book, with its masterly setting up of case examples, is worth mining.