,Final Exam
ANSWER KEY
1. In the following words, map the graphemes to their phonemes. First, count the number of phonemes in the word on
the right. Next, write the word phonetically. Finally, write the graphemes that represent the phonemes.
Graphemes for phonemes
Phonetic
Word
transcription
First sound Second sound Third sound Fourth sound Fifth sound
threat θrɛt th r ea t
cringe kh r ɪ̃ n dʒ c r i n ge
school skul s ch oo l
drink d r ɪ̃ n k d r i n k
batter b æ ɾ ər b a tt er
quack kh w æ k q u a ck
few fyu f ew
shirt ʃ ɛr t sh ir t
wrong r ɔ̃ ŋ wr o ng
purged ph ɛr dʒ d p ur g ed
2. Sort the following words into those most likely to be Anglo-Saxon (Old English) in origin, those most likely to be
French, those most likely to be Latin in origin, and those with the characteristics of Greek derivation.
Old English
French Latin Greek
(Anglo-Saxon)
fake faux inauthentic synthetic
star nouveau celestial astrophysics
illness genre composition character
malaise affliction pathology
type
3. Identify the common error type in each of the following sets of student misspellings.
a. efry/every ungle/uncle discras/disgrace (consonant voicing confusions)
b. trasit/transit furish/furnish cletch/clench (omission of a nasal)
c. bline/blind figh/fight doter/doctor (omission of a syllable-final consonant)
d. cept/kept kant/can’t skrape/scrape (not aware of rules for c-k spelling)
e. averij/average manig/manage lugadge/luggage (age suffix not known)
Speech to Print: Language Essentials for Teachers, Third Edition by Louisa Cook Moats. 1
Copyright © 2020 by Paul H. Brookes Publishing Co., Inc. All rights reserved.
, Final Exam
f. saport/support inpeach/impeach egsept/except (common prefixes unknown)
g. illastrate/illustrate accedental/accidental benifit/benefit (misspelling schwa vowels)
4. Define the following terms:
a. morphophonemic representing both sound and meaning
b. derivational suffix a suffix that marks, modifies the meaning of, and can change the grammatical role of a word
c. assimilated prefix a prefix whose form changes to match the root to which it is attached
d. coarticulation “saying together”; the spreading of adjacent phonemes’ features to one another
e. allophonic variation systematic or rule-based modification of a phoneme’s articulatory features that do not
change the identity of the phoneme
5. List the six basic syllable types of English orthography and give an example of each.
Type Example
a. closed (C) bend, catch
b. open (O) me, so
c. VCe hate, drove
d. vowel + r (VR) car, for, burn
e. vowel team (VT) boat, see, suit
f. C+le (Cle) bat-tle, bu-gle
6. Divide the following words into syllables, mark the accented syllable, and label the type of each syllable:
a. powder pow′ (VT) der (VR)
b. ogle o′ (O)′gle (Cle)
c. create cre (O) ate′ (VCe)
d. struggle strug′ (C) gle (Cle)
e. confide con (C) fide′ (VCe)
f. savor sa′ (O) vor (VR)
7. Explain why each of these words has a doubled consonant:
attract (assimilated prefix ad(t) added to the root tract)
beginning (advanced consonant doubling rule: Stressed final syllable gin has one short vowel followed by
one consonant. It must be doubled when adding a suffix beginning with a vowel.)
miss (the floss rule: Single syllable words of Anglo-Saxon origin usually double final f, l, and s following a short vowel.)
8. Identify the prefix, root, and suffix of each word and label its part of speech (noun, verb, adjective, adverb).
Word Prefix Root Suffix Part of speech
introduced intro duc ed verb
inflexible in flex ible adjective
intramural intra mur al adjective
submarine sub mar ine noun
advertise ad vert ise verb
2 Speech to Print: Language Essentials for Teachers, Third Edition by Louisa Cook Moats.
Copyright © 2020 by Paul H. Brookes Publishing Co., Inc. All rights reserved.
ANSWER KEY
1. In the following words, map the graphemes to their phonemes. First, count the number of phonemes in the word on
the right. Next, write the word phonetically. Finally, write the graphemes that represent the phonemes.
Graphemes for phonemes
Phonetic
Word
transcription
First sound Second sound Third sound Fourth sound Fifth sound
threat θrɛt th r ea t
cringe kh r ɪ̃ n dʒ c r i n ge
school skul s ch oo l
drink d r ɪ̃ n k d r i n k
batter b æ ɾ ər b a tt er
quack kh w æ k q u a ck
few fyu f ew
shirt ʃ ɛr t sh ir t
wrong r ɔ̃ ŋ wr o ng
purged ph ɛr dʒ d p ur g ed
2. Sort the following words into those most likely to be Anglo-Saxon (Old English) in origin, those most likely to be
French, those most likely to be Latin in origin, and those with the characteristics of Greek derivation.
Old English
French Latin Greek
(Anglo-Saxon)
fake faux inauthentic synthetic
star nouveau celestial astrophysics
illness genre composition character
malaise affliction pathology
type
3. Identify the common error type in each of the following sets of student misspellings.
a. efry/every ungle/uncle discras/disgrace (consonant voicing confusions)
b. trasit/transit furish/furnish cletch/clench (omission of a nasal)
c. bline/blind figh/fight doter/doctor (omission of a syllable-final consonant)
d. cept/kept kant/can’t skrape/scrape (not aware of rules for c-k spelling)
e. averij/average manig/manage lugadge/luggage (age suffix not known)
Speech to Print: Language Essentials for Teachers, Third Edition by Louisa Cook Moats. 1
Copyright © 2020 by Paul H. Brookes Publishing Co., Inc. All rights reserved.
, Final Exam
f. saport/support inpeach/impeach egsept/except (common prefixes unknown)
g. illastrate/illustrate accedental/accidental benifit/benefit (misspelling schwa vowels)
4. Define the following terms:
a. morphophonemic representing both sound and meaning
b. derivational suffix a suffix that marks, modifies the meaning of, and can change the grammatical role of a word
c. assimilated prefix a prefix whose form changes to match the root to which it is attached
d. coarticulation “saying together”; the spreading of adjacent phonemes’ features to one another
e. allophonic variation systematic or rule-based modification of a phoneme’s articulatory features that do not
change the identity of the phoneme
5. List the six basic syllable types of English orthography and give an example of each.
Type Example
a. closed (C) bend, catch
b. open (O) me, so
c. VCe hate, drove
d. vowel + r (VR) car, for, burn
e. vowel team (VT) boat, see, suit
f. C+le (Cle) bat-tle, bu-gle
6. Divide the following words into syllables, mark the accented syllable, and label the type of each syllable:
a. powder pow′ (VT) der (VR)
b. ogle o′ (O)′gle (Cle)
c. create cre (O) ate′ (VCe)
d. struggle strug′ (C) gle (Cle)
e. confide con (C) fide′ (VCe)
f. savor sa′ (O) vor (VR)
7. Explain why each of these words has a doubled consonant:
attract (assimilated prefix ad(t) added to the root tract)
beginning (advanced consonant doubling rule: Stressed final syllable gin has one short vowel followed by
one consonant. It must be doubled when adding a suffix beginning with a vowel.)
miss (the floss rule: Single syllable words of Anglo-Saxon origin usually double final f, l, and s following a short vowel.)
8. Identify the prefix, root, and suffix of each word and label its part of speech (noun, verb, adjective, adverb).
Word Prefix Root Suffix Part of speech
introduced intro duc ed verb
inflexible in flex ible adjective
intramural intra mur al adjective
submarine sub mar ine noun
advertise ad vert ise verb
2 Speech to Print: Language Essentials for Teachers, Third Edition by Louisa Cook Moats.
Copyright © 2020 by Paul H. Brookes Publishing Co., Inc. All rights reserved.
