Prefixes & Suffixes for PSLE

prefixes and suffixes list is easier to master when the learner sees the pattern behind the item instead of treating every form as an unrelated exception. Prefixes and suffixes are high-leverage vocabulary tools because they reveal meaning, part of speech and word-family relationships. This guide starts with the practical answer, then builds the orthographic, phonological, morphological and retrieval knowledge needed to make spelling and word-form decisions reliable in PSLE English.

Searches for prefixes and suffixes list often overlap with PSLE spelling list, homophones list, prefixes and suffixes list, word families, root words and commonly confused words. These are connected because English spelling carries sound, meaning and word-history information at the same time. A strong learner notices all three: what the word sounds like, what pieces it contains, and how its spelling distinguishes it from neighbours.

Use prefixes to infer changes in meaning and suffixes to infer both meaning and grammar. Learn each word part with several examples, a base word, and any spelling change it triggers. Morphology does not replace context, but it gives pupils a strong first hypothesis for unfamiliar vocabulary. Use this page with the Singapore Vocabulary Guide and the eduKate Vocabulary Learning System for the wider P1-to-GP system.

Quick Read

40 prefixes and 40 suffixes.
Meaning plus grammar clues.
Build word families.
Notice spelling changes.
Use morphology with context, not instead of it.

The short answer

80 prefixes and suffixes that unlock word families

1. a-/an- — not, without

Build a word family with a-/an-. Find at least three examples, explain what the base means without the prefix, and note any spelling assimilation such as in-/im-/il-/ir-. Then create a sentence where the prefix meaning helps infer an unfamiliar word.

2. anti- — against

Build a word family with anti-. Find at least three examples, explain what the base means without the prefix, and note any spelling assimilation such as in-/im-/il-/ir-. Then create a sentence where the prefix meaning helps infer an unfamiliar word.

3. auto- — self

Build a word family with auto-. Find at least three examples, explain what the base means without the prefix, and note any spelling assimilation such as in-/im-/il-/ir-. Then create a sentence where the prefix meaning helps infer an unfamiliar word.

4. bi- — two

Build a word family with bi-. Find at least three examples, explain what the base means without the prefix, and note any spelling assimilation such as in-/im-/il-/ir-. Then create a sentence where the prefix meaning helps infer an unfamiliar word.

5. co- — together

Build a word family with co-. Find at least three examples, explain what the base means without the prefix, and note any spelling assimilation such as in-/im-/il-/ir-. Then create a sentence where the prefix meaning helps infer an unfamiliar word.

6. counter- — against, opposite

Build a word family with counter-. Find at least three examples, explain what the base means without the prefix, and note any spelling assimilation such as in-/im-/il-/ir-. Then create a sentence where the prefix meaning helps infer an unfamiliar word.

7. de- — remove, reverse

Build a word family with de-. Find at least three examples, explain what the base means without the prefix, and note any spelling assimilation such as in-/im-/il-/ir-. Then create a sentence where the prefix meaning helps infer an unfamiliar word.

8. dis- — not, opposite

Build a word family with dis-. Find at least three examples, explain what the base means without the prefix, and note any spelling assimilation such as in-/im-/il-/ir-. Then create a sentence where the prefix meaning helps infer an unfamiliar word.

9. en-/em- — cause to be, put into

Build a word family with en-/em-. Find at least three examples, explain what the base means without the prefix, and note any spelling assimilation such as in-/im-/il-/ir-. Then create a sentence where the prefix meaning helps infer an unfamiliar word.

10. ex- — former, out

Build a word family with ex-. Find at least three examples, explain what the base means without the prefix, and note any spelling assimilation such as in-/im-/il-/ir-. Then create a sentence where the prefix meaning helps infer an unfamiliar word.

11. extra- — outside, beyond

Build a word family with extra-. Find at least three examples, explain what the base means without the prefix, and note any spelling assimilation such as in-/im-/il-/ir-. Then create a sentence where the prefix meaning helps infer an unfamiliar word.

12. fore- — before

Build a word family with fore-. Find at least three examples, explain what the base means without the prefix, and note any spelling assimilation such as in-/im-/il-/ir-. Then create a sentence where the prefix meaning helps infer an unfamiliar word.

13. hyper- — over, excessive

Build a word family with hyper-. Find at least three examples, explain what the base means without the prefix, and note any spelling assimilation such as in-/im-/il-/ir-. Then create a sentence where the prefix meaning helps infer an unfamiliar word.

14. il- — not, before l

Build a word family with il-. Find at least three examples, explain what the base means without the prefix, and note any spelling assimilation such as in-/im-/il-/ir-. Then create a sentence where the prefix meaning helps infer an unfamiliar word.

15. im- — not, before m/p

Build a word family with im-. Find at least three examples, explain what the base means without the prefix, and note any spelling assimilation such as in-/im-/il-/ir-. Then create a sentence where the prefix meaning helps infer an unfamiliar word.

16. in- — not, in

Build a word family with in-. Find at least three examples, explain what the base means without the prefix, and note any spelling assimilation such as in-/im-/il-/ir-. Then create a sentence where the prefix meaning helps infer an unfamiliar word.

17. inter- — between

Build a word family with inter-. Find at least three examples, explain what the base means without the prefix, and note any spelling assimilation such as in-/im-/il-/ir-. Then create a sentence where the prefix meaning helps infer an unfamiliar word.

18. intra- — within

Build a word family with intra-. Find at least three examples, explain what the base means without the prefix, and note any spelling assimilation such as in-/im-/il-/ir-. Then create a sentence where the prefix meaning helps infer an unfamiliar word.

19. ir- — not, before r

Build a word family with ir-. Find at least three examples, explain what the base means without the prefix, and note any spelling assimilation such as in-/im-/il-/ir-. Then create a sentence where the prefix meaning helps infer an unfamiliar word.

20. mal- — bad

Build a word family with mal-. Find at least three examples, explain what the base means without the prefix, and note any spelling assimilation such as in-/im-/il-/ir-. Then create a sentence where the prefix meaning helps infer an unfamiliar word.

21. mega- — large

Build a word family with mega-. Find at least three examples, explain what the base means without the prefix, and note any spelling assimilation such as in-/im-/il-/ir-. Then create a sentence where the prefix meaning helps infer an unfamiliar word.

22. micro- — small

Build a word family with micro-. Find at least three examples, explain what the base means without the prefix, and note any spelling assimilation such as in-/im-/il-/ir-. Then create a sentence where the prefix meaning helps infer an unfamiliar word.

23. mid- — middle

Build a word family with mid-. Find at least three examples, explain what the base means without the prefix, and note any spelling assimilation such as in-/im-/il-/ir-. Then create a sentence where the prefix meaning helps infer an unfamiliar word.

24. mis- — wrongly

Build a word family with mis-. Find at least three examples, explain what the base means without the prefix, and note any spelling assimilation such as in-/im-/il-/ir-. Then create a sentence where the prefix meaning helps infer an unfamiliar word.

25. mono- — one

Build a word family with mono-. Find at least three examples, explain what the base means without the prefix, and note any spelling assimilation such as in-/im-/il-/ir-. Then create a sentence where the prefix meaning helps infer an unfamiliar word.

26. multi- — many

Build a word family with multi-. Find at least three examples, explain what the base means without the prefix, and note any spelling assimilation such as in-/im-/il-/ir-. Then create a sentence where the prefix meaning helps infer an unfamiliar word.

27. non- — not

Build a word family with non-. Find at least three examples, explain what the base means without the prefix, and note any spelling assimilation such as in-/im-/il-/ir-. Then create a sentence where the prefix meaning helps infer an unfamiliar word.

28. over- — too much, above

Build a word family with over-. Find at least three examples, explain what the base means without the prefix, and note any spelling assimilation such as in-/im-/il-/ir-. Then create a sentence where the prefix meaning helps infer an unfamiliar word.

29. post- — after

Build a word family with post-. Find at least three examples, explain what the base means without the prefix, and note any spelling assimilation such as in-/im-/il-/ir-. Then create a sentence where the prefix meaning helps infer an unfamiliar word.

30. pre- — before

Build a word family with pre-. Find at least three examples, explain what the base means without the prefix, and note any spelling assimilation such as in-/im-/il-/ir-. Then create a sentence where the prefix meaning helps infer an unfamiliar word.

31. pro- — for, forward

Build a word family with pro-. Find at least three examples, explain what the base means without the prefix, and note any spelling assimilation such as in-/im-/il-/ir-. Then create a sentence where the prefix meaning helps infer an unfamiliar word.

32. re- — again, back

Build a word family with re-. Find at least three examples, explain what the base means without the prefix, and note any spelling assimilation such as in-/im-/il-/ir-. Then create a sentence where the prefix meaning helps infer an unfamiliar word.

33. semi- — half, partly

Build a word family with semi-. Find at least three examples, explain what the base means without the prefix, and note any spelling assimilation such as in-/im-/il-/ir-. Then create a sentence where the prefix meaning helps infer an unfamiliar word.

34. sub- — under

Build a word family with sub-. Find at least three examples, explain what the base means without the prefix, and note any spelling assimilation such as in-/im-/il-/ir-. Then create a sentence where the prefix meaning helps infer an unfamiliar word.

35. super- — above, beyond

Build a word family with super-. Find at least three examples, explain what the base means without the prefix, and note any spelling assimilation such as in-/im-/il-/ir-. Then create a sentence where the prefix meaning helps infer an unfamiliar word.

36. trans- — across

Build a word family with trans-. Find at least three examples, explain what the base means without the prefix, and note any spelling assimilation such as in-/im-/il-/ir-. Then create a sentence where the prefix meaning helps infer an unfamiliar word.

37. tri- — three

Build a word family with tri-. Find at least three examples, explain what the base means without the prefix, and note any spelling assimilation such as in-/im-/il-/ir-. Then create a sentence where the prefix meaning helps infer an unfamiliar word.

38. un- — not, reverse

Build a word family with un-. Find at least three examples, explain what the base means without the prefix, and note any spelling assimilation such as in-/im-/il-/ir-. Then create a sentence where the prefix meaning helps infer an unfamiliar word.

39. under- — too little, below

Build a word family with under-. Find at least three examples, explain what the base means without the prefix, and note any spelling assimilation such as in-/im-/il-/ir-. Then create a sentence where the prefix meaning helps infer an unfamiliar word.

40. uni- — one

Build a word family with uni-. Find at least three examples, explain what the base means without the prefix, and note any spelling assimilation such as in-/im-/il-/ir-. Then create a sentence where the prefix meaning helps infer an unfamiliar word.

41. -able — capable of

Treat -able as both a meaning clue and a grammar clue. Identify what part of speech the suffix often creates, build three related words, and compare the base with the derived form. Check whether the suffix triggers a spelling change before using it.

42. -al — relating to

Treat -al as both a meaning clue and a grammar clue. Identify what part of speech the suffix often creates, build three related words, and compare the base with the derived form. Check whether the suffix triggers a spelling change before using it.

43. -ance — state or quality

Treat -ance as both a meaning clue and a grammar clue. Identify what part of speech the suffix often creates, build three related words, and compare the base with the derived form. Check whether the suffix triggers a spelling change before using it.

44. -ant — person or thing that

Treat -ant as both a meaning clue and a grammar clue. Identify what part of speech the suffix often creates, build three related words, and compare the base with the derived form. Check whether the suffix triggers a spelling change before using it.

45. -ary — relating to

Treat -ary as both a meaning clue and a grammar clue. Identify what part of speech the suffix often creates, build three related words, and compare the base with the derived form. Check whether the suffix triggers a spelling change before using it.

46. -ate — make or cause

Treat -ate as both a meaning clue and a grammar clue. Identify what part of speech the suffix often creates, build three related words, and compare the base with the derived form. Check whether the suffix triggers a spelling change before using it.

47. -ed — past or completed

Treat -ed as both a meaning clue and a grammar clue. Identify what part of speech the suffix often creates, build three related words, and compare the base with the derived form. Check whether the suffix triggers a spelling change before using it.

48. -en — make, become

Treat -en as both a meaning clue and a grammar clue. Identify what part of speech the suffix often creates, build three related words, and compare the base with the derived form. Check whether the suffix triggers a spelling change before using it.

49. -ence — state or quality

Treat -ence as both a meaning clue and a grammar clue. Identify what part of speech the suffix often creates, build three related words, and compare the base with the derived form. Check whether the suffix triggers a spelling change before using it.

50. -ent — one who, having quality

Treat -ent as both a meaning clue and a grammar clue. Identify what part of speech the suffix often creates, build three related words, and compare the base with the derived form. Check whether the suffix triggers a spelling change before using it.

51. -er — person or comparative

Treat -er as both a meaning clue and a grammar clue. Identify what part of speech the suffix often creates, build three related words, and compare the base with the derived form. Check whether the suffix triggers a spelling change before using it.

52. -est — superlative

Treat -est as both a meaning clue and a grammar clue. Identify what part of speech the suffix often creates, build three related words, and compare the base with the derived form. Check whether the suffix triggers a spelling change before using it.

53. -ful — full of

Treat -ful as both a meaning clue and a grammar clue. Identify what part of speech the suffix often creates, build three related words, and compare the base with the derived form. Check whether the suffix triggers a spelling change before using it.

54. -hood — state or condition

Treat -hood as both a meaning clue and a grammar clue. Identify what part of speech the suffix often creates, build three related words, and compare the base with the derived form. Check whether the suffix triggers a spelling change before using it.

55. -ible — capable of

Treat -ible as both a meaning clue and a grammar clue. Identify what part of speech the suffix often creates, build three related words, and compare the base with the derived form. Check whether the suffix triggers a spelling change before using it.

56. -ic — relating to

Treat -ic as both a meaning clue and a grammar clue. Identify what part of speech the suffix often creates, build three related words, and compare the base with the derived form. Check whether the suffix triggers a spelling change before using it.

57. -ify — make

Treat -ify as both a meaning clue and a grammar clue. Identify what part of speech the suffix often creates, build three related words, and compare the base with the derived form. Check whether the suffix triggers a spelling change before using it.

58. -ing — ongoing action/form

Treat -ing as both a meaning clue and a grammar clue. Identify what part of speech the suffix often creates, build three related words, and compare the base with the derived form. Check whether the suffix triggers a spelling change before using it.

59. -ion — act, process or state

Treat -ion as both a meaning clue and a grammar clue. Identify what part of speech the suffix often creates, build three related words, and compare the base with the derived form. Check whether the suffix triggers a spelling change before using it.

60. -ish — somewhat, relating to

Treat -ish as both a meaning clue and a grammar clue. Identify what part of speech the suffix often creates, build three related words, and compare the base with the derived form. Check whether the suffix triggers a spelling change before using it.

61. -ism — system or belief

Treat -ism as both a meaning clue and a grammar clue. Identify what part of speech the suffix often creates, build three related words, and compare the base with the derived form. Check whether the suffix triggers a spelling change before using it.

62. -ist — person who

Treat -ist as both a meaning clue and a grammar clue. Identify what part of speech the suffix often creates, build three related words, and compare the base with the derived form. Check whether the suffix triggers a spelling change before using it.

63. -ity — state or quality

Treat -ity as both a meaning clue and a grammar clue. Identify what part of speech the suffix often creates, build three related words, and compare the base with the derived form. Check whether the suffix triggers a spelling change before using it.

64. -ive — having the nature of

Treat -ive as both a meaning clue and a grammar clue. Identify what part of speech the suffix often creates, build three related words, and compare the base with the derived form. Check whether the suffix triggers a spelling change before using it.

65. -ize — make, become

Treat -ize as both a meaning clue and a grammar clue. Identify what part of speech the suffix often creates, build three related words, and compare the base with the derived form. Check whether the suffix triggers a spelling change before using it.

66. -less — without

Treat -less as both a meaning clue and a grammar clue. Identify what part of speech the suffix often creates, build three related words, and compare the base with the derived form. Check whether the suffix triggers a spelling change before using it.

67. -ly — in a manner

Treat -ly as both a meaning clue and a grammar clue. Identify what part of speech the suffix often creates, build three related words, and compare the base with the derived form. Check whether the suffix triggers a spelling change before using it.

68. -ment — result or process

Treat -ment as both a meaning clue and a grammar clue. Identify what part of speech the suffix often creates, build three related words, and compare the base with the derived form. Check whether the suffix triggers a spelling change before using it.

69. -ness — state or quality

Treat -ness as both a meaning clue and a grammar clue. Identify what part of speech the suffix often creates, build three related words, and compare the base with the derived form. Check whether the suffix triggers a spelling change before using it.

70. -ology — study of

Treat -ology as both a meaning clue and a grammar clue. Identify what part of speech the suffix often creates, build three related words, and compare the base with the derived form. Check whether the suffix triggers a spelling change before using it.

71. -ous — full of, having

Treat -ous as both a meaning clue and a grammar clue. Identify what part of speech the suffix often creates, build three related words, and compare the base with the derived form. Check whether the suffix triggers a spelling change before using it.

72. -ship — state, skill or relationship

Treat -ship as both a meaning clue and a grammar clue. Identify what part of speech the suffix often creates, build three related words, and compare the base with the derived form. Check whether the suffix triggers a spelling change before using it.

73. -sion — act, process or state

Treat -sion as both a meaning clue and a grammar clue. Identify what part of speech the suffix often creates, build three related words, and compare the base with the derived form. Check whether the suffix triggers a spelling change before using it.

74. -tion — act, process or state

Treat -tion as both a meaning clue and a grammar clue. Identify what part of speech the suffix often creates, build three related words, and compare the base with the derived form. Check whether the suffix triggers a spelling change before using it.

75. -ward — direction

Treat -ward as both a meaning clue and a grammar clue. Identify what part of speech the suffix often creates, build three related words, and compare the base with the derived form. Check whether the suffix triggers a spelling change before using it.

76. -y — characterised by

Treat -y as both a meaning clue and a grammar clue. Identify what part of speech the suffix often creates, build three related words, and compare the base with the derived form. Check whether the suffix triggers a spelling change before using it.

77. -scope — instrument for viewing

Treat -scope as both a meaning clue and a grammar clue. Identify what part of speech the suffix often creates, build three related words, and compare the base with the derived form. Check whether the suffix triggers a spelling change before using it.

78. -graph — writing/recording

Treat -graph as both a meaning clue and a grammar clue. Identify what part of speech the suffix often creates, build three related words, and compare the base with the derived form. Check whether the suffix triggers a spelling change before using it.

79. -meter — measuring device

Treat -meter as both a meaning clue and a grammar clue. Identify what part of speech the suffix often creates, build three related words, and compare the base with the derived form. Check whether the suffix triggers a spelling change before using it.

80. -phobia — fear of

Treat -phobia as both a meaning clue and a grammar clue. Identify what part of speech the suffix often creates, build three related words, and compare the base with the derived form. Check whether the suffix triggers a spelling change before using it.

Pattern before exception

Ask what family or spelling pattern an item belongs to before labelling it “tricky”. Some words really are irregular; many others become easier when the learner sees doubled consonants, silent letters, vowel teams, suffix changes, roots or stable morphemes.

Apply this to prefixes and suffixes list: choose five items from the bank, explain the pattern or contrast, close the page and write them from memory. Then use three in fresh sentences so spelling stays connected to meaning.

Sound is useful but not sufficient

Say the word carefully and segment it, but remember that English spelling is not a simple sound code. Homophones prove the point: two words can sound the same and carry different spellings because the spelling marks different meanings.

Morphology

Look for roots, prefixes and suffixes. A stable meaningful unit can preserve spelling even when pronunciation shifts. Word families reduce memory load because the learner can connect several forms to one base.

The Fencing Method

Place look-alikes and sound-alikes side by side. State meaning, grammar and one sentence for each. The fence prevents a learner from choosing by sound alone when meaning should control the spelling.

Dictation with explanation

Dictation becomes stronger when the learner explains the clue afterwards. Ask why this spelling, which word part helped, and what would change if a near-word were substituted. Explanation turns correction into reusable knowledge.

Retrieval across time

Copying creates short-term fluency because the answer stays visible. Close the page, retrieve after a delay, then retrieve again inside a sentence. Spacing and context make the memory more durable.

Error logging

Record the type of error: omitted letter, transposed letter, confused homophone, incorrect suffix change, missing doubled consonant or unknown word. The error type tells you which pattern to revisit.

Transfer

Use the item in spelling, cloze, editing and composition. A spelling that survives only a single-word test may still fail during fluent writing. Transfer practice brings accuracy into real production.

30 retrieval drills

Drill 1

Choose five items from different parts of this page. Study them for one minute, close the page, then write them from memory inside short sentence frames. Mark each error by type, not just as “wrong”. Twenty-four hours later, retrieve the same five in a new order and add one related word from the same family.

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Frequently asked questions

Should pupils copy words many times?

Copying can begin attention, but retrieval without the model is needed for durable spelling.

Should spelling be learnt in sentences?

Yes. Sentences protect meaning, especially for homophones and confused words.

Do prefixes and suffixes always keep the root unchanged?

No. Some suffixes trigger spelling changes, so patterns must be learned with examples.

How many words per session?

Use a manageable set, often five to ten, then return after a delay.

What if a child spells by sound?

Keep phonics as one clue but add morphology, meaning and visual pattern.

How should parents correct?

Ask the child to identify the error pattern and rewrite the word in a fresh sentence.

How should teachers group errors?

By underlying cause: sound mapping, morphology, homophone confusion, letter pattern or careless transcription.

What shows mastery?

Accurate retrieval in fresh sentences during ordinary writing, not only on a copied list.

Continue with the Singapore Vocabulary Guide and eduKate Vocabulary Learning System.

eduKate SG

Prefixes and Suffixes for PSLE: 80 Word Parts That Unlock Thousands of Words