Is there really a problem with overskilled readers in our schools? Yes, but not necessarily with the kind of skill that suggests proficiency in reading. Instead, there is a problem when students are routinely subjected to a myriad of isolated, ordered skills all in the name of readin ginstruction. Workbooks and ditto sheets are common purveyors of "overskill." But the real culprit is an over-reliance on basal assessment tests for progress and placement; particluarly those which sacrifice comprehension in favor of decoding, structural analysis and reference skills to name a few. What actually occurs in the classroom to perpetuate "overskill?"
Wood, K. D. (1984). Read First, Test Later: Meeting the Needs of the 'Overskilled' Reader. Reading Horizons, 24 (2). Retrieved from http://scholarworks.wmich.edu/reading_horizons/vol24/iss2/10