Developmental Norms for Articulation for Native English Speakers*
The School Board of Broward County, Florida SOUNDS UPPER AGE LEVELS** h, w, m, n, d, vowels 4.0 Donna P. Korn, Chair Dr. Rosalind Osgood, Vice Chair f, k, b, g, “y” (e.g., “yellow”), 4.6 Robin Bartleman p, “ng” (e.g., “ring”) Heather P. Brinkworth Abby M. Freedman Patricia Good t 5.0 Laurie Rich Levinson Ann Murray l, l – blends, “j” (e.g., “just”) 6.6 Nora Rupert
Robert W. Runcie, Superintendent of Schools v, r, r-blends, “ch,” “sh,” 7.0 voiced “th” (e.g., “brother”)
Vicky B. Saldala, Director Bilingual/ESOL Department unvoiced “th” (e.g., “both”), 7.6 z, s, s-blends
O Conselho Escolar do Condado de Broward, Flórida, proíbe qualquer norma ou procedimento que resulte em discriminação com base em idade, cor, de ciência, identidade sexual, expressão sexual, país de origem, estado civil, raça, religião, sexo ou orientação sexual. Os indivíduos que desejam registrar queixa de discriminação e/ou de assédio podem ligar para o Diretor Executivo de Bene ts & EEO Compliance pelo telefone 754-321-2150, ou por Dispositivo de Teletipo (TTY) 754-321-2158. Os indivíduos com de ciências que estão solicitando adaptações sob a lei * Adapted by H. M. Melius (2005) from Exceptional Student Education American with Disabilities Act Amendments Act of 2008 (ADAAA) podem ligar para Equal (2003). Speech and Language Program Handbook. Ft. Lauderdale: The Educational Opportunities (EEO) pelo telefone 754-321-2150, ou por Dispositivo de Teletipo School Board of Broward County, Florida. (TTY) 754-321-2158. ** Upper age at which 90% of the subjects correctly articulated the sound in initial and nal positions of words. Derived from the Arizona Articulation browardschools.com Pro ciency Scale. Developmental Norms for Articulation for Native English Speakers Native Articulation for Norms for Developmental Desenvolvido por: Potential Impact of Portuguese Heidi Marie Melius, Ed.D. Speech/Language Program Specialist Exceptional Student Education and Support Syntax and Phonology Services Department Diane K. Wilen, Ph.D., NCSP on English Language Learners School Psychologist Bilingual/ESOL Department Bilingual/ESOL Department Leila Lacerda, SSP, NCSP School Psychologist Exceptional Student Education and Support Services Department Olimpia Nunes Portuguese Consultant Bilingual/ESOL Department
Revised: January 2015
Broward County Public Schools possessives. rather than bodyparts are frequentlyArticles usedwith 9. comparative form. rather theadjective thanusingthe placingtheword “more” infront of isgenerally shown by Superiority 8. reversal, isusedto askaquestion. Intonation, rather thannoun/verb 7. isnotusedinPortuguese. Third personpresent “s” 6. to show possession. The modi erisplaced anoun after 5. canbeomitted. identi ed, pronouns thesubject hasalready When been thesubject 4. doublenegatives. Negation isshown by useof 3. to show negation. The “no” isplaced before theverb 2. nouns. come Descriptive adjectives after 1. Portuguese Syntactical Structure You thefoot? hurt He ismore fat. You are having dinner? He runthree timesaweek. I have thepurseofmy mother. Was tired. sister wentMy to bed. He noseenothing. She nohelp. dressMy red ispretty. This mayresult inthe following errors in English: sound production. sound production. Issues ofmaturational readiness alsocontribute to correct following examples ofcommon errors may behelpful. ofanative Portuguese speaker, skills the articulation the the Portuguese soundsystem. order to In accurately assess di erences willberelated to of theuniquecharacteristic pronunciation ofEnglishwords. ofthepronunciation Most governing may soundproduction have onthe animpact For native Portuguese speakers, thesystematic rules Potential ImpactofPortuguese Phonology on EnglishPronunciation
Potential Impact of Portuguese Phonology on English Pronunciation issilent. 6. Portuguese from di erent regions. positionfor somespeakersof There isno/r/soundininitialword 5. andisvoiced as/z/. occurs position onlyinmiddle-word Portuguese, In /s/before /m/,/n/,or/l/ 4. blends. There are nowords that begin in/s/ 3. interchangeable. The Portuguese /s/and/z/are 2. /r/,/s/,/z/. vowels orinthephonemes/l/,/m/, Portuguese words generally endin 1. Portuguese PhonologicalPatterns . d o ocd“h e.g., dere for there, desefor these /d/for voiced “th” 3. voiceless “th” /t/,/f/,or/s/for 2. "ch" for "h" 1. In wordsIn that begin with/h/,the/h/ Common Sound Substitutions: eg,tn o o hn o, somesing/some ng for something e.g., tankyou for thankyou, e.g., chewfor two eat for heat and for hand for /r/(e.g., hoefor row). Speakers may substitute /h/ zlip for slip znap for snap estop for stop). vowel before theword (e.g., Speakers may addthe “e” peas for peace eyes for ice (e.g., grabby for grab). otherphonemes sound after Speakers may add a vowel English Examples useful. following examples ofcommon errors may be child, the ofanative Portuguese-speaking skills order to accurately assess the English language in uence of grammar rules from Portuguese. In may makeanerror inEnglishsyntax dueto the not acaseofimpaired languagelearning. Achild the second language. This process isanormal and grammar (syntax) from their rstlanguageonto Native transfer Portuguese speakersoften rulesof Potential ImpactofPortuguese Syntax onEnglishGrammar
Potential Impact of Portuguese Syntax on English Grammar