SELF-REGULATION STRATEGIES OF ORAL COMMUNICATION IN CHILDREN WITH HEARING IMPAIRMENT

Ова истражување ги идентификува стратегиите за самоуправување кои се користени од страна на глувите деца со цел да се направи нивниот говор поразбирлив. За да постигнат самоконтрола при говорење, децата со тешко оштетен слух не само што треба да имаат висока интелегенција, туку и способност ефективно да читаат од уста, а исто така и внатрешна мотивација. Поради ова постојат многу деца со високо ниво на интелегенција, а со просечни способности за читање од усни и други со пониско ниво на интелегенција, но со добра способност за читање од усни. Овие разлики исто така зависат и од степенот на оштетеност на слухот. Меѓу стратегиите за саморегулирање кои се користат од страна на децата, кои постигнуваат разбирлив говор, се наоѓаат и: когнитивните и метакогнитивните стратегии, мотивациските стратегии, итн. Овие резултати се важни при креирање на терапевтски активности, каде факторот на разбирливост на говорот е од клучно значење за социјална интеграција на децата со оштетен слух. The study identifies some self-regulation strategies used by deaf children in order to make their speech more intelligible. To achieve self-control while speaking, the child with severe hearing loss needs not only a high level of intelligence, but also an effective lip-reading capability and a strong intrinsic motivation. This is the reason why there are many cases of children with a high level of intelligence, but with a mediocre lip-reading capability and others with a lower level of intelligence, but with a good lip-reading capability. These differences also depend on the degree of hearing loss. Among the self-regulation strategies used by the children that achieve an intelligible speech are: the cognitive and metacognitive strategies, the motivational strategies etc. These results are important while designing the therapeutic activities, and especially the speech intelligibility factor being crucial in the social integration of those children with hearing impairment.


Introduction
A. Bandura in a study from 1997 argues that "social-cognitive theory integrates cognitive, meta-cognitive and motivational mechanisms in the self-regulation" (1).This theory extends the concept of self-regulation in two directions.The first includes in the concept's signification a broader set of self-regulation mechanisms that control the cognitive functioning.The second defines the self-regulation concept as the motivational and social abilities of the individual.
The authors Friedrich and Mandl (2), describe two major skill categories as "components" in self-regulated learning, each with a structural and procedural aspect: • Cognitive skills • Motivational skills One of the approaches on the self-regulation of learning is supported by P. Winne in 1995, who had a major contribution in clarifying the concept of self-regulated learning, pointing out that it is a complex construct located at the crossroads of several areas of research: motivation, cognition and meta-cognition.
The speech intelligibility factor is considered to be of a great importance for the social integration of the hearing impaired people, being an essential criterion for school and professional orientation.An overview of the speech the intelligibility analysis shows the following (3): • The intelligibility of the pronunciation varies depending on the material presented orally; phonemes, words or phrases and also depending on the degree of phonological and semantic and syntactic complexity.• The context, the complexity and the redundancy of the message influences the speech intelligibility.• The intelligibility increases if the auditor sees the speaker, if the speech is accompanied by support systems of speech; the body language is not that helpful.• The intelligibility is lower in the case of profound hearing loss, than in the severe or The specific therapy for stimulating the language of deaf students aims to correct the emission of sounds/phonemes and their learning of pronunciation to achieve intelligible oral communication.The specific therapy for stimulating the language has the following objectives (6): • training and practicing of breathing movements necessary during the speech act; • exercising the organs for articulation and training them to produce sounds; • education regarding the vibrant tactile sensitivity and interaction of the analyzers; • producing of voice and voice training; • training and education of phonemic hearing; • producing, exercising, consolidation and automation of phonemes (concurrently with the work of correcting the ones not well learned); • learning the prosodic elements of the language (rhythm, accent, intonation) Читањето од усни е "визуелна перцепција на вербалниот јазик преку следење на видливите движења на фонетските органи и физиономијата на соговорникот" (7).Формите на перцепција при читањето од уста се: • Идео-визуелно читање од уста (пред учење на јазикот); • Визуелно-фонетско читање од уста (паралелно со учењето на јазикот); • Идео-визуелно-фонетско читање од уста (по учење на јазикот).
The lip-reading ability is "the visual perception of verbal language by following the visible movements of the phonetic organs and the physiognomy of the interlocutor" (7).The forms of perception of lip-reading are: • Ideo-visual lip-reading (prior to learning the language); • Visual -phonetic lip-reading -(in the course of learning the language); • Ideo-visual-phonetic lip-reading -(after learning the language).
The dactylic language is implemented based on "the configuration of the hand and fingers" and not on the gesture components: position in space, movement, facial expressions and hand orientation.According to Pufan (8), the dactylic language is helpful for training notional and verbal thinking, while the gesture system is linked to the visual thinking.It is a one to one correspondence between the graphics and phonemes.

The role of motivational factors in the selfregulation:
The learning activity is usually either extrinsically or intrinsically motivated.But in certain circumstances "an extrinsic motivation may induce an intrinsic one: a student who originally learns for better grades or to please his parents, as he starts to assimilate knowledge and acquire skills and competencies that give him some satisfaction, he can end up learning out of interest or driven by passion" (9).This prompted E.L. Deci (1991) and his colleague (10), to set the motivation on a continuum where at one end is the extrinsic motivation and at the other end is the intrinsic motivation.

The Research Methodology
Proposed Objectives: 1.To establish the strategies that children with hearing loss will use in order to obtain the self-regulation over their speech.2. To assess the effects of the lip-reading level in the regulation of the spoken language.3. To determine the influences of the dominant motivation in the self-regulation of the speech.4. To measure the effects of intelligence level on the speech intelligibility.5. To notice the possibilities and the limitations of the hearing loss for achieving the speech intelligibility The problem: What strategies and mechanisms are used by the child with hearing loss in order to gain the ability to self-regulate his/hers spoken language?
General hypothesis: Due to the therapeutic involvement in acquiring a language achieved methodically and trough motivation, we expect to achieve the self-regulation of the speech act, but through different strategies depending on the level of the hearing loss.

Derived hypotheses:
1.The lower the degree of loss hearing is, the better the speech intelligibility is. 2. The higher the level of lip-reading in children with loss hearing is, the greater the chances of achieving self-regulation of their speech are.3. The degree of intelligence directly affects the child's level of lip-reading depending on the degree of hearing loss.4. The more internally motivated the child with hearing loss is, the better he can selfregulate during oral communication.

Investigated Population and Sample
The subject group is consisted of 30 children with mild, moderate and severe hearing loss in the secondary school at the Center for Inclusive Education School "C.Pufan", Vaslui.The students were selected to match the moment they started to wear prosthesis (approx.6 years), the period when they began the acquiring of the language (approx.6 years) and all have an auditory prosthesis (not a cochlear implant).
Half of the investigated subjects are children with normal level of intelligence and the other half of them with a mild mental deficiency.

The Results
We applied the Multiple Linear Regression in order to verify the hypothesis, resulting that all models are significant.(Table 1 and 2 The motivation predictor explains 0.1% of the variance of the self-regulation variable and therefore it is not significant. Considering the threshold of significance (p) associated with the gradual involvement of the various predictors and the value of the t coefficient (which must be >2 and ≤ -2), their importance in this model would be the following: Hearing loss> Lip-Reading ability > IQ > Motivation (Table 3).
The lower the degree of the hearing loss is, the better the self-regulation is (b =-29.36,p = 0.00).The higher the level of lip-reading is, the better the self-regulation is (b = 19.839,p = 0.007).(Table 3).

Hierarchical regression degrees of the hearing loss HEARING LOSS= mild H
The Linear Regression applied on the different degrees of hearing loss confirms that only the Models I and II are significant.(Table 5) Табела 5. Ановамултипна линеарна регресија кај лесно оштетување на слухот

Во третиот (III) модел, мотивацијата, спо-
In the first (I) Model, the QI predictor explains 9% of the variance of the self-regulation variable.

HEARING LOSS = severe H
All three models explained a significant proportion of the variance of the self-regulation variable.(Table 10)

Analysis of the observation grid
In order to achieve regulation in the communication among children with medium and severe hearing loss, the model is a combination of the motor-verbal and the lipvisual models and the semantic content of the message.After both models (motor-verbal and lip-visual) are correctly and firmly embraced in the associative memory, the visual component may activate appropriate visual-motor movements to support the thought and the imagination.The children also pronounced correctly when they used the dactyl language as well.In children with mild hearing loss that establish communication based on their residual hearing capability, where the model was comparing the motor-verbal model with the auditory model record built in the memory and based on the flirtation, the approximate pronunciations lead to a fair and lasting combination of the verbalmotor model with the auditory.In the self-regulated pronunciation, the student applies unconscious steps in order to complete the task, adjusts the voice intensity and speed of deciding.The student recognizes incorrect pronunciation, tries to increase the concentration and uses cognitive and metacognitive strategies and techniques in order to adjust the pronunciation appropriately to the циски движења.Во текот на говорот, саморегулирањето во исто време ги стимулира и размислувањето и вербално-моторната кинестезија, така што разбирањето произлегува од контекстот.Според тоа, многу е важно да се вежбаат и двете при говорење: и фонетско-вербалните артикулациски движења и дактилниот јазик.Помеѓу саморегулаторните стратегии кои се користат од страна на децата со оштетен слух за подобрување на разбирливоста на говорот, може да се споменат: • когнитивните стратегии: способноста за читање од усни, способноста да се користи дактилен јазик.• контролни стратегии: вербално-моторна кинестезија, стратегии за процесирање на информација, стратегии за учење, итн.• мотивациски стратегии: волја, емотивни стратегии, внатрешна мотивација за учење на јазикот, самоефективност, самоувереност, ставот кон говорот, желбата да се завршат поставените цели, итн.
phono-verbal articulation movements.During the speech, the self-regulation at the same time stimulates both, the thinking and the verbose-motor kinesthesia, so the understanding is given by the context.Hence, it is important to practice both phono-verbal articulation movements and the dactylic language during the speech.Amongst the self-regulation strategies used by the children with hearing loss to achieve speech intelligibility we can mention: • the cognitive strategies: lip-reading skills, the ability to use dactylic language.• the control strategies: verbose-motor kinesthesia, information processing strategies, learning strategies, etc.
• the motivational strategies: volitional, emotional strategies, internal motivation for language learning, self-effectiveness, self confidence, the attitude towards speaking, willingness to complete the goals etc.The self-regulated speech can occur at any degree of hearing loss, especially in children with mild hearing impairment, depending on the level of intelligence, the level of lip reading and intrinsic motivation, aswell as the personality traits of the impaired child.To the contrary, they must contribute to the early intervention and specific therapy.

Дискусија Discussion
A research showed that when the intelligence of the child was higher, the lip-reading ability was better.This study also revealed that there are children with hearing impairment and high level of intelligence, but with a mediocre lipreading ability, and others with a lower level of intelligence, but with a good lip-reading abiltiy.The speech specific therapies should simultaneously develop cognitive strategies (lip-reading skills, the ability to use dactylic language, control strategies: verbose-motor kinesthesia, information processing strategies, learning strategies, etc.) and motivational attitude (volitional, emotional strategies, internal motivation for language learning, selfeffectiveness, self confidence, attitude toward speech, willingness to complete the goals etc.) which will lead to self-regulation in the communication of the impaired persons.When the therapist knows the processes, the methods and how to classify the hearing in the acquisition of the language, he/she will know how to design the stages of the speech therapy in order to increase efficiency of the selfregulation among the students.If the therapist knows the difficulties that the deaf students are facing during the speech therapy, the degree of their participation and their internal motivation increases.I believe that the motivation in children with impairment is a factor very uncertain and difficult to study, especially because they cannot capture the issues and express the abstract states.The self-regulated speech can occur in any degree of hearing loss, depending on the level of lip-reading ability and the degree of intelligence of the child.It also depends on the intrinsic motivation and especially on the moment the child started to wear the prosthesis and learn the language.

Заклучок Conclusion
Children with mild hearing loss degree don't need to improve their lip-reading level; they rely on their residual hearing.
For children with medium and severe loss hearing, a high level of intelligence is not enough for being able to self-regulate their speech.They also need a good lip-reading ability and an internal motivation.
To reach an intelligible speech, children with medium hearing loss must be motivated to develop their lip-reading ability.
The lip-reading capacity and the level of intelligence are the most important factors in achieving an intelligible speech for the children with severe hearing loss.Self-regulation usually occurs in those with normal intellectual level but also in those with mild mental deficiency.
There are deaf children with a high level of intelligence, but with a mediocre lip-reading ability, others with a lower level of intelligence, but with a good lip-reading ability.This difference is caused by the different degrees of deafness.Those with severe hearing loss are generally associated with mental deficiency, yet they need good lip-reading skills in order to be able to communicate with those around them.When controlling their communication, the deaf people associate the verbal-motor model with the lip-reading model and the semantic content of the message.In this way the speech is better regulated, due to the dactylic language.After both models (verbal-motor and lip-reading) are correctly and firmly associated in the memory, the visual component, along with the thinking During the speech, the self-regulation stimulates both, the thinking and the verbosemotor kinesthesia at the same time, so the understanding is given by the context.Hence, it is important to practice both phono-verbal articulation movements and the dactylic language during speaking.Amongst the self-regulation strategies used by the children with hearing loss in achieving speech intelligibility, we can mention: • the cognitive strategies: lip-reading skills, the ability to use dactylic language.
• the control strategies: verbose-motor kinesthesia, information processing strategies, learning strategies, etc.
• the motivational strategies: volitional, emotional strategies, internal motivation for language learning, self-effectiveness, self confidence, the attitude toward speech, willingness to complete the goals etc.

Table 3 .
Coefficients -Multiple Linear Regression for all degree of hearing loss a Коефициент/ a Coefficient

Table 4 .
Model Summary -Multiple Linear Regression applied for mild hearing loss

Table 6 .
Coefficients -Multiple Linear Regression for mild hearing loss

Table 7 .
Model Summary -Multiple Linear Regression applied for medium hearing loss

Table 9 .
Coefficients -Multiple Linear Regression for medium hearing loss a,b Коефициент / a,b Coefficient

Table 10 .
Anova -Multiple Linear Regression for severe hearing loss

Table 11 .
Model Summary -Multiple Linear Regression applied for severe hearing loss

Table 12 .
Coefficients -Multiple Linear Regression for severe hearing loss a,