Effects of asthma on breathing during reading aloud
Effects of asthma on breathing during reading aloud
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DOI：
10.1080/2050571x.2017.1322740
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发表时间：
2018-01-01
影响因子：
1.5
通讯作者：
Lin, Emily
中科院分区：
文献类型：
--
作者：
Wiechern, Beth;Liberty, Kathleen A.;Lin, Emily
我们的目的是调查 5-9 岁患有哮喘的儿童在大声朗读越来越困难的故事时的呼吸模式。从门诊招募了 11 名患有哮喘的儿童，从当地学校招募了 11 名年龄和性别相似的对照儿童。采用非接触式呼吸监测方法来记录基线任务和大声朗读难度增加的书籍期间的声音记录。测量包括呼吸频率、暂停时间以及吸气和呼气之间的时间比（I/E 比）。分析显示，与没有哮喘的儿童相比，患有哮喘的儿童在阅读最难的书籍时呼吸更慢，停顿的时间更长。在患有哮喘的儿童中，患有严重哮喘的儿童受到的影响更为显着。目前的研究是此类研究中的首例，为未来研究哮喘儿童呼吸与阅读之间的关系奠定了基础，这可能与报告的阅读成绩较低有关。
Our aim was to investigate the breathing patterns of children aged 5-9 years with asthma as they read aloud stories of increasingly difficulty. Eleven children with asthma were recruited from an outpatient clinic and 11 controls of similar age and sex were recruited from local schools. Non-contact respiratory monitoring methods were employed to yield acoustic recordings during baseline tasks and reading aloud from books which increased in difficulty. Measurements included breathing rate, pause time, and time ratio between inspiration and expiration (I/E ratio). The analysis showed that children with asthma breathed more slowly when reading books that were the most difficult for them and paused for longer compared to children without asthma. Among children with asthma those with severe asthma were more notably affected. The current research is the first of its kind and provides a base for future studies to investigate the relationship between breathing and the reading of children with asthma, which may be related to reported low reading achievement.