Deficits in working memory, reading comprehension and arithmetic skills in children with mouth breathing syndrome
analytical cross-sectional study
Keywords:
Mouth breathing, Memory, short-term, Cognition, Underachievement, Public healthAbstract
CONTEXT AND OBJECTIVE: Mouth breathing syndrome is very common among school-age chil-dren, and it is possibly related to learning difficulties and low academic achievement. In this study, we investigated working memory, reading comprehension and arithmetic skills in children with nasal and mouth breathing. DESIGN AND SETTING: Analytical cross-sectional study with control group conducted in a public uni-versity hospital. METHODS: 42 children (mean age = 8.7 years) who had been identified as mouth breathers were com-pared with a control group (mean age = 8.4 years) matched for age and schooling. All the participants underwent a clinical interview, tone audiometry, otorhinolaryngological evaluation and cognitive assess-ment of phonological working memory (numbers and pseudowords), reading comprehension and arith-metic skills. RESULTS: Children with mouth breathing had poorer performance than controls, regarding reading com-prehension (P = 0.006), arithmetic (P = 0.025) and working memory for pseudowords (P = 0.002), but not for numbers (P = 0.76). CONCLUSION: Children with mouth breathing have low academic achievement and poorer phonological working memory than controls. Teachers and healthcare professionals should be aware of the association of mouth breathing with children’s physical and cognitive health.
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References
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