Abstract
In this rather unorthodox commentary Dr. Gunderson takes a “tongue‐in‐cheek” look at the methods used to place students in reading groups. His “study” is meant to provide us with a humorous look at some of our approaches to research in reading. Normally, this kind of a disclaimer is not necessary but in the past we have published other laughable items (See, “A Physiognolinguistic Approach to Reading Assessment: An Alternate Form of Miscue Analysis,” by Dallas Cheek, READING PSYCHOLOGY, Vol. 4, No. 4, 1983, Pgs. 365‐368, and “Interaction Process Analysis of Sustained Silent Reading,” by John Mateja.RP Vol. 1, No. 2, 1980, Pgs. 121‐126.) and I have received several letters from our readers, not to mention the uncomplimentary “critical” reviews from our editorial advisors, making it quite clear that they have either missed the point or find nothing funny in these articles. Hope you can enjoy them as I and some of our staff have
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