Theoretical- Conceptual framework
This study is supported with seven theories. The first theory is the
Natural Phonology Theory
( Donegan & Stampe, 1979; Stampe, 1979)
. According to this theory, phonological processesdescribed phonetically motivated and natural patterns of speech production. Supporting evidence for natural theory comes from examples of evolutionary language change and from descriptions of soundschange in children’s developing phonological systems.The theory of
(AP) claims not just that linguistic units are compatiblewith the output system (vocal tract),but also that their identity is maintained in production and perceived as such by the listeners.
analysis (1997) that phonological theory develops in such fashion provides us with anexciting new insight into child language acquisition. This insight depends on the universally recognizedand that is, the particular history of phonological theory exactly parallels that child’s development of phonological theories. Just as linguist constantly turn to new theories as a way of dealing with bizarrenew data, so do small children progress along a genetically pre-programmed path as they learn tomanipulate oral gestures and auditory input.The next theory is the
Whole Language Approach (Goodman, 1967).
He claimed that beginning readers needed little direct instruction to decode the letters and sounds of the language. He believed that learners have the ability to decode the letters, syllables, words and phrases as they readmeaningful texts by making inferences about the linguistics data.We also have
which referred to as a skills-based approach, point to researchshowing that children benefit from direct instruction about the letters, syllables, and correspondingsounds of English
(Rose, 2006; Johnson and Watson, 2003).
It also claims that reading instructionshould start with the most basic components of words which are the letters of the alphabet and phonemes (speech sounds). As they practice, students blend individual sound into words and areultimately able to recognize them in a reading text.