Source: Frontiers in psychology. Unidade: FM
Subjects: CRIANÇAS, POBREZA, LEITURA, ATENÇÃO SELETIVA, APTIDÃO COGNITIVA, INIBIÇÃO
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ABREU, Pascale M. J. Engel de et al. Executive Functioning and Reading Achievement in School: A study of Brazilian Children Assessed by Their Teachers as “Poor Readers”. Frontiers in psychology, v. 5, p. 1-14, 2014Tradução . . Disponível em: https://doi.org/10.3389/fpsyg.2014.00550. Acesso em: 29 maio 2024.APA
Abreu, P. M. J. E. de, Abreu, N., Nikaedo, C. C., Puglisi, M. L., Tourinho, C. J., Befi-Lopes, D. M., et al. (2014). Executive Functioning and Reading Achievement in School: A study of Brazilian Children Assessed by Their Teachers as “Poor Readers”. Frontiers in psychology, 5, 1-14. doi:10.3389/fpsyg.2014.00550NLM
Abreu PMJE de, Abreu N, Nikaedo CC, Puglisi ML, Tourinho CJ, Befi-Lopes DM, Bueno OFA, Martin R. Executive Functioning and Reading Achievement in School: A study of Brazilian Children Assessed by Their Teachers as “Poor Readers” [Internet]. Frontiers in psychology. 2014 ; 5 1-14.[citado 2024 maio 29 ] Available from: https://doi.org/10.3389/fpsyg.2014.00550Vancouver
Abreu PMJE de, Abreu N, Nikaedo CC, Puglisi ML, Tourinho CJ, Befi-Lopes DM, Bueno OFA, Martin R. Executive Functioning and Reading Achievement in School: A study of Brazilian Children Assessed by Their Teachers as “Poor Readers” [Internet]. Frontiers in psychology. 2014 ; 5 1-14.[citado 2024 maio 29 ] Available from: https://doi.org/10.3389/fpsyg.2014.00550