Reading comprehension in dyslexic schoolchildren after an intervention program.

Purpose: To develop a Speech-language Pathology (SLP) program and verify its effects on the reading comprehension of dyslexic students.

Methods: Participants were eleven 4th and 5th-grade Elementary School students, eight boys and three girls, aged 9-11 years, diagnosed with developmental dyslexia. All individuals underwent the therapeutic program, which was composed of 16 sessions divided into four levels of complexity.

Reading comprehension and receptive vocabulary in Elementary School students with typical development.

Purpose: Prepare an instrument to evaluate reading comprehension and verify the influence of receptive vocabulary on the reading comprehension of 3rd to 5th-grade Elementary School students with typical development.

Methods: All ethical precepts were accomplished. Study participants were 69 3rd-, 4th- and 5th-grade students (35 girls) with mean ages of 8.

Speech-language pathology program for reading comprehension and orthography: effects on the spelling of dyslexic individuals.

Purpose Prepare a Speech-language Pathology Program for Reading Comprehension and Orthography and verify its effects on the reading comprehension and spelling of students with Developmental Dyslexia. Methods The study sample was composed of eleven individuals (eight males), diagnosed with Developmental Dyslexia, aged 09-11 years. All participants underwent a Speech-language Pathology Program in Reading Comprehension and Orthography comprising 16 individual weekly sessions.

Effects of a language program in the social functioning of children at elementary school.

Purpose: the purpose of this study was to describe a language stimulation program, including teacher training and practical activities in the classroom, and investigate the effectiveness of this action on the social functioning and behavioral problems of elementary school children.

Methods: 136 children from six classrooms of a public school and their teachers participated in this research. Of these, half were given the language stimulation program: 16 hours of training for teachers and 9 meetings in the classroom with activities for students.

The relevance of syllable per minute measuring at the assessment of reading rate.

Purpose To verify whether there are differences in the assessment of reading rate of children at 3rd and 4th grade from elementary school using the measures of words read per minute and syllables read per minute. Methods This research counted on 29 children from 3rd grade and 28 from the 4th grade of elementary school without reading and writing disorders. All children were asked to read aloud a text according to their schooling level.

Phonological short-term memory and phonological awareness in students from the Elementary School.

Objectives: To characterize and compare the performance of students at the beginning and at the end of the elementary school in Short-Term Phonological Memory (STPM) and Phonological Awareness (PA).

Methods: We assessed 80 students of both the genders who showed adequate linguistic and academic performance. The sample comprised 40 students in 1st grade and 40 in 5th grade from a public state school with mean age of 6.

The relevance of receptive vocabulary in reading comprehension.

Purpose: To characterize the performance of students from the 5th year of primary school, with and without indicatives of reading and writing disorders, in receptive vocabulary and reading comprehension of sentences and texts, and to verify possible correlations between both.

Methods: This study was approved by the Research Ethics Committee of the institution (no. 098/13).

Profile of reading accuracy acquisition of students from elementary school.

Purpose: To characterize the profile of reading accuracy acquisition of children from the elementary school, considering word extension and syllabic structure.

Methods: This study counted on 29 children from the third grade and 28 from the fourth grade of the Brazilian elementary school, with mean age of 8:5 and 9:3 years, respectively, who did not present learning disorders. All participants underwent oral reading assessment through texts according to each school level.

Temporal auditory processing and phonological awareness in reading and writing disorders: preliminary data.

Purpose: To verify if there is an association between temporal auditory tests and phonological awareness in individuals with reading and writing disorders.

Methods: Sixteen children were subjects of this study, aged between 7 and 12 years old, who had reading and writing disorders confirmed after specific assessment. All participants underwent phonological awareness assessment using CONFIAS test.

Visual stimuli and written production of deaf signers.

Purpose: To verify the interference of visual stimuli in written production of deaf signers with no complaints regarding reading and writing.

Methods: The research group consisted of 12 students with education between the 4th and 5th grade of elementary school, with severe or profound sensorineural hearing loss, users of LIBRAS and with alphabetical writing level. The evaluation was performed with pictures in a logical sequence and an action picture.

Phonemic awareness in students before and after language workshops.

Purpose: To verify the phonemic awareness performance of students before and after language workshops.

Methods: Phonemic awareness abilities of 49 students in the fourth year of Elementary School were assessed using the second part of the test "Phonological Awareness - Sequential Assessment Instrument" (CONFIAS). The exclusion criteria in the study were: presence of complaints or indicators of hearing and/or vision deficits; presence of neurological, behavioral and/or cognitive impairments.

Written narrative practices in elementary school students.

Background: Promotion of a written narratives production program in the third grade of an Elementary School.

Aim: To analyze two written narrative practice proposals in order to verify which resources are more efficient in benefitting the textual productions of third grade Elementary School students.

Method: Sixty students were selected from two third grade groups of a public Elementary School in São Paulo (Brazil).

Movie subtitles reading skills of elementary school children.

Background: the abilities of school children for reading static texts have been widely discussed, however little is known about how well they can read dynamic texts and what skills are required for this kind of reading.

Aim: to evaluate the skills involved in reading movie subtitles of 2nd and 4th graders of students at the a public school.

Method: analysis of the level and skills needed for movie subtitles reading, through the retelling of a section of a movie watched individually by 60 students, 30 2nd graders and 30 4th graders matched for age and gender, with no sound and with subtitles.

Tense marking by Brazilian deaf signers.

Background: tense marking by deaf signers, in the Brazilian Sign Language and in written Portuguese.

Aim: to analyze verbal tense inflection in written Portuguese, to verify the relationship between the performance in using verbal tense inflexion and the educational status, and to verify tense marking in the production of sentences in the Brazilian sign language and in written Portuguese.

Method: participants were 18 deaf signers ranging in age from 15 to 23 years, and with an educational status varying from 3rd to 7th grade of elementary school.

[Phonological awareness improvement in primary school students].

Background: Phonological awareness in primary school students.

Aim: To verify the improvement of phonological awareness in primary school students after a speech and language stimulation program.

Method: 20 students with the worst results in the first literacy exam were selected.

Pyridinyl polythiazole class peptide antibiotic micrococcin P1, secreted by foodborne Staphylococcus equorum WS2733, is biosynthesized nonribosomally.

Recently, foodborne Staphylococcus equorum WS2733 was isolated from a French red smear cheese on account of its strong inhibitory activity against Gram-positive pathogens such as Listeria. The antagonistic substance was identified as macrocyclic peptide antibiotic micrococcin P1, which had previously not been reported for the genus Staphylococcus. Micrococcin P1, also a potent inhibitor of the malaria parasite Plasmodium falciparum, is structurally related to thiostrepton, thiocillins and nosiheptide.

The macrocyclic peptide antibiotic micrococcin P(1) is secreted by the food-borne bacterium Staphylococcus equorum WS 2733 and inhibits Listeria monocytogenes on soft cheese.

Staphylococcus equorum WS 2733 was found to produce a substance exhibiting a bacteriostatic effect on a variety of gram-positive bacteria. The metabolite was purified to homogeneity by ammonium sulfate precipitation and semipreparative reversed-phase high-performance liquid chromatography. Electrospray mass spectrometry confirmed the high purity of the compound and revealed a molecular mass of 1,143 Da.

Analysis of the bacterial surface ripening flora of German and French smeared cheeses with respect to their anti-listerial potential.

The anti-listerial potential of 19 different French smeared cheese bacterial consortia was analyzed semi-quantitatively. Comparison of the total viable cell count to the direct microscopic count yielded no indication that non-culturable bacteria contribute significantly to the undefined, complex ripening floras. From 2613 isolates, 48 showed clear inhibition of one or more Listeria monocytogenes strains on solid medium, while only three isolates excreted an anti-listerial, soluble substance when grown in liquid culture.

Identification and characterization of a 29-kilodalton protein from Mycobacterium tuberculosis culture filtrate recognized by mouse memory effector cells.

Culture filtrate proteins from Mycobacterium tuberculosis induce protective immunity in various animal models of tuberculosis. Two molecular mass regions (6 to 10 kDa and 24 to 36 kDa) of short-term culture filtrate are preferentially recognized by Th1 cells in animal models as well as by patients with minimal disease. In the present study, the 24- to 36-kDa region has been studied, and the T-cell reactivity has been mapped in detail.