Acknowledgments

I would like to thank the entire team at Pearson for all of their roles in keeping the operation running. In particular, Debbie
Sistino, Lida Baker, and John Thompson all provided keen insight, guidance, and feedback to facilitate the units coming
together. Victoria Solomon was also an essential component of this book, and her creativity, intelligence, and large amount
of work shine through in all of the articles. Lastly, I would like to thank my friends and family for their patience and support
throughout the process. —Laura Eickhoff
I would like to thank Debbie Sistino, Amy McCormick, and all of those at Pearson who helped to make this book possible. PART

1
I would also like to thank Shalle Leeming and Natasha Haugnes for their contributions to the content. Finally, thanks go to
Lida Baker and Sarah Wales-McGrath for their valuable suggestions during development.  —Laurie Frazier
I would like to thank Debbie Sistino for diligently managing the project timeline, keeping us all on track. Our developmental
editor, Lida Baker, also deserves thanks for her close attention to detail and constructive feedback. Thanks are also
due to John Thompson, who provided valuable comments in his edits to one unit. I would like to extend my sincere
thanks to Victoria Solomon, who did an enormous amount of research on complex topics and distilled information into
comprehensible content for non-specialists—not an easy task. It was a pleasure to work with her again. I wish to thank

Fundamental
Larry Zwier, Series Editor for University Success Reading, for the invaluable insights and recommendations he provided. On a
personal note, I would like to thank my family for everything they have done that has made it possible for me to get to the
point of coauthoring my second textbook. I am deeply appreciative. Finally, I would like to express my gratitude to Eduardo
Mello for his unwavering support, patience, and understanding from start to finish. Words cannot express how much this
has meant to me. — Maggie Vosters

Reviewers
We would like to thank the following reviewers for their many helpful comments and suggestions:
Reading Skills
Jamila Barton, North Seattle Community College, Seattle, WA; Joan Chamberlin, Iowa State University, Ames IA;
Lyam Christopher, Palm Beach State College, Boynton Beach, FL; Robin Corcos, University of California, Santa Barbara,
THE HUMAN EXPERIENCE
Goleta, CA; Tanya Davis, University of California, San Diego, CA; Brendan DeCoster, University of Oregon, Eugene,
OR; Thomas Dougherty, University of St. Mary of the Lake, Mundelein, IL; Bina Dugan, Bergen County Community ACTIVE READING 2
College, Hackensack, NJ; Priscilla Faucette, University of Hawaii at Manoa, Honolulu, HI; Lisa Fischer, St. Louis Linguistics
University, St. Louis, MO; Kathleen Flynn, Glendale Community College, Glendale, CA; Mary Gawienowski, William
Rainey Harper College, Palatine, IL; Sally Gearhart, Santa Rosa Junior College, Santa Rosa, CA; Carl Guerriere, Capital MONEY AND COMMERCE
Community College, Hartford, CT; Vera Guillen, Eastfield College, Mesquite, TX; Angela Hakim, St. Louis University, St.
MAIN IDEAS AND SUPPORTING DETAILS 32
Louis, MO; Pamela Hartmann, Evans Community Adult School, Los Angeles Unified School District, Los Angeles, CA; Business Ethics
Shelly Hedstrom, Palm Beach State University, Lake Worth, FL; Sherie Henderson, University of Oregon, Eugene, OR;
Lisse Hildebrandt, English Language Program, Virginia Commonwealth University, Richmond, VA; Barbara Inerfeld,
Rutgers University, Piscataway, NJ; Zaimah Khan, Northern Virginia Community College, Loudon Campus, Sterling, VA; THE SCIENCE OF NATURE

Tricia Kinman, St. Louis University, St. Louis, MO; Kathleen Klaiber, Genesee Community College, Batavia, NY; Kevin ORGANIZATIONAL STRUCTURES 60
Lamkins, Capital Community College, Hartford, CT; Mayetta Lee, Palm Beach State College, Lake Worth, FL; Kirsten Earth Science
Lillegard, English Language Institute, Divine Word College, Epworth, IA; Craig Machado, Norwalk Community College,
Norwalk, CT; Cheryl Madrid, Spring International Language Center, Denver, CO; Ann Meechai, St. Louis University, St. ARTS AND LETTERS
Louis, MO; Melissa Mendelson, Department of Linguistics, University of Utah, Salt Lake City, UT; Tamara Milbourn,
University of Colorado, Boulder, CO; Debbie Ockey, Fresno City College, Fresno, CA; Diana Pascoe-Chavez, St. Louis Medieval READING FLUENCY 90
University, St. Louis, MO; Kathleen Reynolds, William Rainey Harper College, Palatine, IL; Linda Roth, Vanderbilt Culture
University ELC, Greensboro, NC; Minati Roychoudhuri, Capital Community College, Hartford, CT; Bruce Rubin,
California State University, Fullerton, CA; Margo Sampson, Syracuse University, Syracuse, NY; Sarah Saxer, Howard STRUCTURAL SCIENCE
Community College, Ellicott City, MD; Anne-Marie Schlender, Austin Community College, Austin, TX; Susan Shields,
Santa Barbara Community College, Santa Barbara, CA; Barbara Smith-Palinkas, Hillsborough Community College,
Materials RESEARCH ARTICLES 126
Dale Mabry Campus, Tampa, FL; Sara Stapleton, North Seattle Community College, Seattle, WA; Lisa Stelle, Northern Engineering
Virginia Community College Loudon, Sterling, VA; Jamie Tanzman, Northern Kentucky University, Highland Heights,
KY; Jeffrey Welliver, Soka University of America, Aliso Viejo, CA; Mark Wolfersberger, Brigham Young University,
Hawaii, Laie, HI; May Youn, California State University, Fullerton, CA Part 1 is designed to build fundamental skills step by step through exploration of rigorous,
academic content. Practice activities tied to specific learning outcomes in each unit focus on
understanding the function and application of the skills.

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