The influence of mouth breathing on reading and writing learning in preschool children

Abstract

Introduction: Recently, mouth breathing has been related to poor school performance. This is one of the most common complains in childhood and may be caused by allergies or tonsil and adenoid enlargement. Objective: Compare the process of written language acquisition and behavior problems in children with and without mouth breathing. Method: This is a retrospective study of school folders from 152 pre-school students from a particular school in São Paulo, during 2002. Teachers classified the level of written language acquisition according to Emília Ferreiro. We evaluated also behavior aspects and reinforcement classes referral. Visual and hearing disabilities and emotional problems were also evaluated and constituted a group called difficulties. Results: There were more boys than girls in the mouth breathing children group. The number of children with mouth breathing was higher among those referred to reinforcement classes and they were classified in the earlier stages of written language learning. There was no correlation between “difficulties” and mouth breathing or learning. Behavior problems were found to be related to mouth breathing, too. Conclusion: There is a correlation between mouth breathing and learning and behavior problems. So, it is very important that education professions be aware of breathing disorders in their students. Thereby, they can identify and refer them to search for treatment and improve learning.