RESUMO Objetivo: Elaborar um programa de remediação com a nomeação rápida e leitura, bem como verificar a significância clínica da aplicação do programa elaborado em escolares com dislexia. Método: Participaram cinco sujeitos do terceiro ao quinto ano do ensino fundamental, com idade de 8 a 11 anos, de ambos os sexos, com diagnóstico interdisciplinar de dislexia. Todos os escolares foram submetidos na pré e pós-testagem à aplicação das provas de habilidades metalinguísticas e de leitura, compreensão de leitura e da prova de nomeação automática rápida. Resultados: A análise foi realizada pelo Método JT, que permitiu verificar se houve mudança positiva ou negativa e significância clínica na pós-testagem. Os resultados mostraram ter havido significância clínica nas provas de identificação; adição e combinação de sílaba, de fonema final e medial, além de repetição de não palavras, leitura de palavras reais e pseudopalavras, compreensão leitora, além de nomeação automática rápida quando comparada a pré com a pós-testagem. Conclusão: O programa elaborado mostrou-se eficaz e com aplicabilidade, podendo ser utilizado instrumento de intervenção baseada em evidência científica para escolares com dislexia, pois ocorreu significância clínica para o desempenho em leitura.

ABSTRACT Purpose: Elaborate a remediation program with rapid automatized naming and reading, as well as to verify the clinical significance of the elaborated program for students with dyslexia. Method: The study involved five students from 3rd to the 5th grade of elementary school, aged 8 to 12 years, of both genders, with an interdisciplinary diagnosis of dyslexia. All students were submitted to pre- and post-test application of metalinguistic skills and reading test, reading comprehension and rapid automatized naming test. Results: The analysis was performed using the JT method that allowed to verify positive or negative change and clinical significance in the post-testing. The results showed clinical significance in the tests of identification, syllable addition and combination, final and medial phoneme; in addition to nonwords repetition, real words and pseudowords reading, reading comprehension and rapid automatized naming test when comparing the pre- and post-testing. Conclusion: The elaborated program was efficient and applicable as an intervention instrument based on scientific evidence for students with dyslexia since it showed clinical significance for reading performance.

The main challenge in the control of malaria has been the emergence of drug-resistant parasites. The presence of drug-resistant Plasmodium sp. has raised the need for new antimalarial drugs. Molecular modelling techniques have been used as tools to develop new drugs. In this study, we employed virtual screening of a pyrazol derivative (Tx001) against four malaria targets: plasmepsin-IV, plasmepsin-II, falcipain-II, and PfATP6. The receiver operating characteristic curves and area under the curve (AUC) were established for each molecular target. The AUC values obtained for plasmepsin-IV, plasmepsin-II, and falcipain-II were 0.64, 0.92, and 0.94, respectively. All docking simulations were carried out using AutoDock Vina software. The ligand Tx001 exhibited a better interaction with PfATP6 than with the reference compound (-12.2 versus -6.8 Kcal/mol). The Tx001-PfATP6 complex was submitted to molecular dynamics simulations in vacuum implemented on an NAMD program. The ligand Tx001 docked at the same binding site as thapsigargin, which is a natural inhibitor of PfATP6. Compound TX001 was evaluated in vitro with a P. falciparum strain (W2) and a human cell line (WI-26VA4). Tx001 was discovered to be active against P. falciparum (IC50 = 8.2 µM) and inactive against WI-26VA4 (IC50 > 200 µM). Further ligand optimisation cycles generated new prospects for docking and biological assays.