Teachers’ perception of the design of indirect phonoaudiological intervention strategies for reading and writing. . REVISTA CIENTÍFICA SIGNOS FÓNICOS, [S. l.], v. 6, n. 2, p. 1–21, 2020. DOI: 10.24054/rcsf.v6i2.1004. Disponível em: https://ojs.unipamplona.edu.co/index.php/cdh/article/view/1004. Acesso em: 16 oct. 2025.