Forteza-Forteza, D.; Rodríguez-Martín, A.; Álvarez-Arregui, E.; Menéndez Álvarez-Hevia, D.
Inclusion, Dyslexia, Emotional State and Learning: Perceptions of Ibero-American Children with Dyslexia and Their Parents during the COVID-19 Lockdown. Sustainability 2021, 13, 2739.
https://doi.org/10.3390/su13052739
AMA Style
Forteza-Forteza D, Rodríguez-Martín A, Álvarez-Arregui E, Menéndez Álvarez-Hevia D.
Inclusion, Dyslexia, Emotional State and Learning: Perceptions of Ibero-American Children with Dyslexia and Their Parents during the COVID-19 Lockdown. Sustainability. 2021; 13(5):2739.
https://doi.org/10.3390/su13052739
Chicago/Turabian Style
Forteza-Forteza, Dolors, Alejandro Rodríguez-Martín, Emilio Álvarez-Arregui, and David Menéndez Álvarez-Hevia.
2021. "Inclusion, Dyslexia, Emotional State and Learning: Perceptions of Ibero-American Children with Dyslexia and Their Parents during the COVID-19 Lockdown" Sustainability 13, no. 5: 2739.
https://doi.org/10.3390/su13052739
APA Style
Forteza-Forteza, D., Rodríguez-Martín, A., Álvarez-Arregui, E., & Menéndez Álvarez-Hevia, D.
(2021). Inclusion, Dyslexia, Emotional State and Learning: Perceptions of Ibero-American Children with Dyslexia and Their Parents during the COVID-19 Lockdown. Sustainability, 13(5), 2739.
https://doi.org/10.3390/su13052739