Clinical significance analysis of metaphonological performance and reading in school children with mixed dyslexia after intervention: Case study

dc.contributorUniversidade Estadual Paulista (UNESP)
dc.date.accessioned2022-05-01T13:57:31Z
dc.date.accessioned2022-12-20T03:49:32Z
dc.date.available2022-05-01T13:57:31Z
dc.date.available2022-12-20T03:49:32Z
dc.date.created2022-05-01T13:57:31Z
dc.date.issued2020-05-01
dc.identifierDyslexia: Analysis and Clinical Significance, p. 15-28.
dc.identifierhttp://hdl.handle.net/11449/234183
dc.identifier2-s2.0-85125154249
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/5414284
dc.languageeng
dc.relationDyslexia: Analysis and Clinical Significance
dc.sourceScopus
dc.titleClinical significance analysis of metaphonological performance and reading in school children with mixed dyslexia after intervention: Case study
dc.typeCapítulos de libros


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