When a student reads Scrap for Scratch, he made what error?

When a student reads Scrap for Scratch, he made what error?

• A. Semantic
• B. Syntactic
• C. Graphophonic
• D. Pragmatic

Answer: (C)

Graphophonic errors come from trouble with sound–letter relationships. In the word “Scratch,” the ending “tch” represents the /tʃ/ sound. If a reader says “Scrap” instead, they’ve replaced that /tʃ/ sound with a different one (or dropped part of the sound), which is a decoding mistake tied to how the letters map to sounds. This is not about meaning or grammar—it's about how the letters correspond to spoken sounds, which is exactly what graphophonic errors describe.

Graphophonic errors come from trouble with sound–letter relationships. In the word “Scratch,” the ending “tch” represents the /tʃ/ sound. If a reader says “Scrap” instead, they’ve replaced that /tʃ/ sound with a different one (or dropped part of the sound), which is a decoding mistake tied to how the letters map to sounds. This is not about meaning or grammar—it's about how the letters correspond to spoken sounds, which is exactly what graphophonic errors describe.