Tier 2 Response To Intervention (RTI) model: Intervention with alphabetical principle and metaphonological skills

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dc.contributor.authorde Cerqueira César, Alexandra Beatriz Portes [UNESP]
dc.contributor.authorMarguti, Melissa Pinotti [UNESP]
dc.contributor.authorCapellini, Simone Aparecida [UNESP]
dc.contributor.institutionUniversidade Estadual Paulista (UNESP)
dc.date.accessioned2022-05-01T13:57:32Z
dc.date.available2022-05-01T13:57:32Z
dc.date.issued2020-05-01
dc.description.affiliationInvestigation Learning Disabilities Laboratory (LIDA) Department of Speech and Hearing Sciences São Paulo State University Júlio de Mesquita Filho (UNESP)
dc.description.affiliationUnespInvestigation Learning Disabilities Laboratory (LIDA) Department of Speech and Hearing Sciences São Paulo State University Júlio de Mesquita Filho (UNESP)
dc.format.extent29-41
dc.identifier.citationDyslexia: Analysis and Clinical Significance, p. 29-41.
dc.identifier.scopus2-s2.0-85125157184
dc.identifier.urihttp://hdl.handle.net/11449/234191
dc.language.isoeng
dc.relation.ispartofDyslexia: Analysis and Clinical Significance
dc.sourceScopus
dc.titleTier 2 Response To Intervention (RTI) model: Intervention with alphabetical principle and metaphonological skillsen
dc.typeCapítulo de livro

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