LETTERS.

Disputed Claims

BY MARIE CARBO 

Executive Director, National Reading Styles Institute, Syosset, New York 

I want to respond to Pat Guild's letter in the August issue. In my original response to her article ("Making Sense of Learning Styles," January 1994), I noted that she used her piece as a forum for her own work--not to represent fairly the field of learning styles. She was not well grounded in the literature nor was she fair and accurate.

Guild persists in criticizing the limitations of self-reporting instruments. Rather than unfairly generalize by criticizing a specific type of instrument, however, she should criticize instruments characterized by low reliability and validity and inappropriate or inadequate research backing. The two major self-reporting instruments-the Learning Style Inventory developed by Dunn and Dunn and my Reading Style Inventory--have high reliability and validity and both have been subjected to thorough research.

Her article failed to mention the latest research that supports my inventory--a two-year experimental study conducted by Larry Barber, director of research for Phi Delta Kappa, to compare the effectiveness of reading styles with other common methods of teaching reading. The study involved 100 teachers in 10 school districts in 10 states. The 1,600 students in grades 1-9 involved in the project represented highly diverse socioeconomic and ability groups.

The results were highly significant in all reading areas. Consequently, the highest degree of my program's implementation produced the most significant reading gains on standardized tests.

Guild's unresearched, unfounded statements serve only to confuse educators who are trying to find practical solutions to complex problems. We need recommendations grounded in sound theory and extensive, reliable, high-caliber research.

Excellent Counsel

BY CARL MUNSON

Superintendent, Dodgeland School District, Juneau, Wisconsin 

Dennis O'Hara is absolutely right in his article, "The Superintendent's First Contract" (August 1994). There must be genuine negotiation, and the time to obtain terms and conditions is up front, not later.

Also, I agree that putting in the "no fault" buyout clause permits for a smoother termination of a contract without either or both sides having to establish "fault" grounds.

His excellent advice should be absorbed by all present and potential superintendents.

A Doctoral Standard

BY KRISHAN CHAND

Educational Consultant, Elmhurst, New York 

I read with interest your discussion of AASA's new publication, Professional Standards for the Superintendency, in the August issue.

While the standards described help recognize the superintendency as a multidimensional profession, the report fails to call for a most important standard: a doctoral degree in educational administration and supervision with specialization in the superintendency. This standard could be measured easily with complete validity and reliability. AASA, universities, professors, and school boards should push to require such a standard.

During a doctoral degree program, candidates achieve an in-depth understanding of the superintendency and learn many helpful skills. Their professional preparation has a bearing on their effectiveness.

Finally, I would point out that AASA's survey shows nearly all superintendents (96.4 percent) have rated their graduate programs as preparation for the superintendency as "fair" to "excellent.

A Late Riser

BY SCOTT A. TRITT 

Graduate Student, Central Connecticut State University, New Britain, Connecticut 

I read with great interest Timothy H. Monk's guest column, "When School Schedules Collide With Biological Clocks" (March 1994).

When I read it, it seemed like he was talking me. I plan to find out more about this subject from the author.