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Drawing on Lyn Stone’s experience with struggling students, it evaluates whether each practice improves typically developing children’s ability to spell. The text argues that effective spelling work must be explicit, systematic, cumulative, and structured, and it outlines features that move activities toward helpfulness or toxicity.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/activities-for-practising-spelling-toxic-to-helpful-lda-bulletin/506327/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/activities-for-practising-spelling-toxic-to-helpful-lda-bulletin/506327.png","ImageObject",300,407,{"name":92,"@type":93},"asda1da","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-05",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"什么因素决定某个拼写练习活动在“Spelling Activities Scale”中的位置？","Question",{"text":112,"@type":113},"作者用一个判断问题来定位活动：这项练习是否会提升或巩固典型发展儿童的拼写能力。","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"文中为什么强调拼写练习并不等同于阅读或整体识字教学？",{"text":117,"@type":113},"文章指出，安静阅读能增加接触词汇和模式、扩展词汇量，但它不是拼写活动；同时，明确的、系统的、累进的结构化教学是必要前提，但不在该量表的分类范围内。",{"name":119,"@type":110,"acceptedAnswer":120},"作者认为哪些拼写练习可能被归为“toxic（有害）”？",{"text":121,"@type":113},"文中提到，要求学生在单词内部找词（不考虑意义关联）的做法对泛化毫无帮助，且容易形成不良习惯；此外，有些需要扰乱字母序列的活动也会滑向“无用/有害”区域。","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},506327,1791162816,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":52,"preview_page_count":4},3985747861852,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","LDA Bulletin Activities for Practising Spelling – Toxic to Helpful  \nFrom the Bulletin  \nLearning Difficulties Australia  \n[www.ldaustralia.org](www.ldaustralia.org)  \nActivities for Practising Spelling – Toxic to Helpful  \nBased on many years researching and practising spelling activities with struggling students, Lyn Stone’s forthright suggestions about what really works, and maybe more importantly what doesn’t, will provoke lively debate amongst those trying to help children to become better spellers.  \nFluent, accurate writing is an  \napex activity. It is one of the  \nmost complicated things a  \nperson can do. It requires the creation and use of brain structures available only to humans, years of practice, and, if it is to be done well by all, it requires skilful teaching from the outset. Within the set of skills needed for writing fluency, there is spelling, often not given its full due because it is regarded as a lower-order or mechanical skill. When students do not learn spelling easily, however, the difficulty forms a bottleneck that often limits the expression of higher-order writing skills. The teaching challenge involved in helping these students to improve their spelling is, in turn, surprisingly demanding. English spelling presentsa host of challenges to both students and teachers. It is a very complex system, and is essentially multilayered, reflecting intricate, contextdependent patterns of sound-letter  \ncorrespondences and meaning-related considerations, as well as reflecting the history of English borrowings from other languages. Many teachers are not confident about teaching spelling, and unfortunately, spelling practice may well be the greatest victim of wasted opportunity in literacy instruction. The number of “spelling activities” available that do nothing to increase spelling ability is astounding.  \nThis article is about practising spelling, rather than about choosing words to be taught or helping students to understand the meaning and phonemic and morphemic structure of the words.  \nThe Spelling Activities Scale, below, is based on a collection I have made over the years of homework sheets that have been given to my children. I then placed them on a scale of merit, ranging from toxic, through useless and then to helpful.  \nTo determine the place of each spelling practice activity on the scale, I asked the question, “Will this improve/ reinforce a typically developing child’s ability to spell?”.  \nBefore I go on, I’d like to stress again that this article is about spelling practice – what teachers can do to help students consolidate what they have been taught about the spelling of words, and reach a point of automaticity and fluency in spelling. There are several critical aspects of literacy learning that are not on this scale; I take it that they go without saying. One such aspect is the act of silent reading. Reading increases exposure to words and patterns and increases vocabulary (Cunningham & Stanovich 2001) . But it is not a spelling activity.  \nEven more importantly, explicit, systematic, direct, cumulative, structured teaching with a clear scope and sequence is not on this scale either. It is, rather, taken as a sine qua non. This Spelling Activities Scale refers to  \nactivities to reinforce the teaching of sets of words and orthographic patterns, once they have had  \ntheir phonemic structure explored, and have  \nbeen defined, with their meaning components, including morphemes and root words, fully analysed. When literacy teaching is not explicit, systematic, direct, cumulative and structured, and does not include meaningful analysis of the spelling words to be studied, the spelling practice activities outlined here will be characterised by a shorter helpful arrow, with a corresponding increase in length of the longer, toxic arrow.  \nFigure 1. The Spelling Activities Scale  \n14 | Volume 50, No 2, Winter 2018  \nFrom the Bulletin Learning Difficulties Australia [www.ldaustralia.org](www.ldaustralia.org) ","cbCaio4cXu54Hoo3","https://ap.wps.com/l/cbCaio4cXu54Hoo3","pdf",133881,"English","# Overview\n## Spelling fluency and teaching challenges\n# Spelling Activities Scale\n## Toxic, useless, and helpful activities\n## Criteria for placing activities on the scale\n# Toxic spelling activities\n## Looking for words inside words\n## Blends as units","[{\"question\":\"什么因素决定某个拼写练习活动在“Spelling Activities Scale”中的位置？\",\"answer\":\"作者用一个判断问题来定位活动：这项练习是否会提升或巩固典型发展儿童的拼写能力。\"},{\"question\":\"文中为什么强调拼写练习并不等同于阅读或整体识字教学？\",\"answer\":\"文章指出，安静阅读能增加接触词汇和模式、扩展词汇量，但它不是拼写活动；同时，明确的、系统的、累进的结构化教学是必要前提，但不在该量表的分类范围内。\"},{\"question\":\"作者认为哪些拼写练习可能被归为“toxic（有害）”？\",\"answer\":\"文中提到，要求学生在单词内部找词（不考虑意义关联）的做法对泛化毫无帮助，且容易形成不良习惯；此外，有些需要扰乱字母序列的活动也会滑向“无用/有害”区域。\"}]","Activities for Practising Spelling - Toxic to Helpful - LDA Bulletin | PDF"]