Effects of the combination of bimatoprost and latanoprost on intraocular pressure in primary open angle glaucoma: a randomised clinical trial.

AIMS: To evaluate the effect of the combination of bimatoprost and latanoprost on intraocular pressure (IOP) in primary open angle glaucoma (POAG). METHODS: An open label randomised clinical trial was conducted, which included 18 glaucomatous patients (36 eyes). In the first 4 weeks, latanoprost 0.005% was prescribed for both eyes of the patients and any other antiglaucoma medication was discontinued. In the next 4 weeks (phase 1), bimatoprost 0.03% was combined with latanoprost in one randomly assigned eye (case eye) of each patient. In the next 4 weeks (phase 2), bimatoprost was discontinued in the case eyes, while bimatoprost was substituted for latanoprost in the fellow eye (control eye). The IOP was measured at the end of the first 4 weeks (baseline measurement) and weekly during phases 1 and 2. RESULTS: In the case eyes, the mean IOP increased along the first phase (1.8 mm Hg; p = 0.006) when compared to baseline measurements. The IOP returned to previous values after discontinuation of bimatoprost in phase 2. In the control eyes, the mean IOP did not change throughout the study. CONCLUSION: The combination of bimatoprost and latanoprost in POAG increases the IOP and should not be considered as a therapeutic option.

On the bases of two subtypes of developmental [corrected] dyslexia.

This study examined whether there are different subtypes of developmental dyslexia. The subjects were 51 dyslexic children (reading below the 30th percentile in isolated word recognition), 51 age-matched normal readers, and 27 younger normal readers who scored in the same range as the dyslexics on word recognition. Using methods developed by Castles and Coltheart (1993), we identified two subgroups who fit the profiles commonly termed "surface" and "phonological" dyslexia. Surface subjects were relatively poorer in reading exception words compared to nonwords; phonological dyslexics showed the opposite pattern. However, most dyslexics were impaired on reading both exception words and nonwords compared to same-aged normal readers. Whereas the surface dyslexics' performance was very similar to that of younger normal readers, the phonological dyslexics' was not. The two dyslexic groups also exhibited a double dissociation on two validation tasks: surface subjects were impaired on a task involving orthographic knowledge but not one involving phonology; phonological dyslexics showed the opposite pattern. The data support the conclusion that there are at least two subtypes of developmental dyslexia. Although these patterns have been taken as evidence for the dual-route model, we provide an alternative account of them within the Seidenberg and McClelland (1989) connectionist model. The connectionist model accounts for why dyslexics tend to be impaired on both exception words and nonwords; it also suggests that the subtypes may arise from multiple underlying deficits. We conclude that performance on exception words and nonwords is not sufficient to identify the basis of dyslexic behavior; rather, information about children's performance on other tasks, their remediation experiences, and the computational mechanisms that give rise to impairments must be taken into account as well.

Naming speed, phonological awareness, and orthographic knowledge in second graders.

Concurrent relationships among measures of naming speed, phonological awareness, orthographic skill, and other reading subskills were explored in a representative sample of second graders. Hierarchical regression analyses revealed that naming speed, as measured by the the rapid automatized naming (RAN) task, accounted for a sizable amount of unique variance in reading with vocabulary and phonemic awareness partialled out. The unique contribution of naming speed to reading was relatively stronger for orthographic skills, whereas the contribution of phonemic skills was stronger for nonword decoding. In further analyses, marked difficulties on a range of reading tasks, including orthographic processing, were seen in a subgroup with a double deficit (slow naming speed and low phonemic awareness) but not in groups with only a single deficit. These findings are broadly consistent with Bowers and Wolf's (1993a, 1993b; Wolf & Bowers, 1999) double-deficit hypothesis of reading disability.

[Prevalence and indirect costs of headache in a Brazilian Company]. / Prevalência e custos indiretos das cefaléias em uma empresa Brasileira.

Employees from a Brazilian oil company research centre (n = 993) were interviewed on the occurrence of headache during a 30 days period. Headache prevalence was 49.8%, with a mean frequency of 4.3 +/- 7.0 attacks per month, lasting 12.2 +/- 21.4 hours each. According to the International Headache Society diagnostic criteria, migraine (5.5%), episodic tension-type headache (26.4%), chronic tension-type headache (1.7%) and headaches not fulfilling the criteria for such disorders (16.2%) were observed. Women suffered comparatively more headache and specifically migraine than men. The pain interfered with work productivity in 10% of the subjects, corresponding to 538.75 hours off. According to an indirect costs estimation for each headache, the company may loose up to US$125.98 per employee annually. Since among headaches migraine has the highest indirect cost, migraine prevention and treatment is particularly important at the working environment. Migraine frequency may be prevented to a large extent, resulting on positive effects in both the quality of life and productivity. The cost-benefit ratio clearly favours therapeutic and preventive programs against chronic headaches.

Are speech perception deficits associated with developmental dyslexia?

Phonological awareness and phoneme identification tasks were administered to dyslexic children and both chronological age (CA) and reading-level (RL) comparison groups. Dyslexic children showed less sharply defined categorical perception of a bath-path continuum varying voice onset time when compared to the CA but not the RL group. The dyslexic children were divided into two subgroups based on phoneme awareness. Dyslexics with low phonemic awareness made poorer /b/-/p/ distinctions than both CA and RL groups, but dyslexics with normal phonemic awareness did not. Examination of individual profiles revealed that the majority of subjects in each group exhibited normal categorical perception. However, 7 of 25 dyslexics had abnormal identification functions, compared to 1 subject in the CA group and 3 in the RL group. The results suggest that some dyslexic children have a perceptual deficit that may interfere with processing of phonological information. Speech perception difficulties may also be partially related to reading experience.