Nicolai C, Limme M
CHU de Liège, Espace Bavière.
Rev Belge Med Dent (1984). 1991;46(4):59-66.
Mouth breathing induces a low rest posturing of the tongue and tongue thrusting in many cases. This disturbs the development of the oral functions. The first stage of the reeducation is nose breathing's rehabilitation in order to "liberate" the tongue. Nasal breathing cannot be taught exteriorly . It's a result of the physical well-being. It's important to observe the mouth breathers and understand their needs. The second stage of the reeducation concerns the tongue moving tonicity and suppleness. Every exercise relies on the proprioceptive control that makes the child aware of each motion of the tongue. The next stages will be the recovering of the different functions as the rest tongue posture, swallowing, chewing. The use of phonation (lingual alveolar speech sounds) will facilitate the automatism of the new functions, because the children feel the elevation of the tongue.
口呼吸在很多情况下会导致舌头处于低位休息姿势并向前伸。这会干扰口腔功能的发育。再教育的第一阶段是恢复鼻呼吸，以便“解放”舌头。鼻呼吸无法通过外部教导实现。它是身体健康的结果。观察口呼吸者并了解他们的需求很重要。再教育的第二阶段涉及舌头运动的张力和柔韧性。每项练习都依赖本体感觉控制，使孩子意识到舌头的每个动作。接下来的阶段将是恢复诸如静止时的舌头姿势、吞咽、咀嚼等不同功能。发声（舌齿音）的运用将促进新功能的自动化，因为孩子们能感觉到舌头的抬起。
