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Inclusion, dyslexia, emotional state and learning: perceptions of ibero-american children with dyslexia and their parents during the COVID-19 lockdown

Forteza-Forteza, D.; Rodríguez-Martín, A.; Álvarez-Arregui, E.; Menéndez Álvarez-Hevia, D.
Language acquisition in a post-pandemic context: the impact of measures against COVID-19 on early language development

Feijoo, S.; Amadó, A.; Sidera, F.; Aguilar-Mediavilla, E.; Serrat, E.

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