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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?"

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