The current issue of Teaching Music has a letter I wrote concerning an article in the August issue, “The More You Play, The Better You Read.” The letter notes five problematic aspects in the way they describe an otherwise interesting piece of research (misrepresenting a correlational finding as causal, failing to consider alternative explanations, presenting a conference presentation as settled knowledge, the use of imprecise terminology, and treating anecdote as explanation).

I had brought the article into my graduate research class, for discussion and critique. After class I was even more certain that these issues needed to be raised, and it’s great to see the editors of Teaching Music taking concerns and criticism seriously. The letter appears on page eight of the November issue, and NAfME members can access Teaching Music online in addition to the print copy they receive.