Anglais
French
Mirna MATTAR MELKI
Institut supérieur d'orthophonie – Chargé de cours
01/421 000 mirna.mattar@usj.edu.lb
Education
| Diplôme | Université | Pays | Année |
|---|---|---|---|
| Docteur en Sciences psychologiques et de l'éducation | Université libre de Bruxelles (ULB) | Belgium | 2021 |
Teaching at USJ
University teaching outside USJ
| University teaching outside USJ | Pays | Institution | Start date | End date |
|---|---|---|---|---|
| Associate Professor | Lebanon | Université Libanaise (UL) | 13/09/2010 | 30/05/2024 |
Professional experience outside USJ
| Professional experience | Organisation | Start date | End date |
|---|---|---|---|
| Speech-Language Pathologist | Private clinic, Schools for deaf and for children with learning difficulties | 02/09/2002 | 30/05/2024 |
Areas of expertise
Research themes
Written Language in Lebanese Children with Hearing Impairment
Publications and communications
<p class="MsoNormal" style="text-align:justify;mso-layout-grid-align:none;text-autospace:none"><span lang="FR" style="font-size: 12pt; font-family: Calibri, sans-serif;">Mattar, M., El Akiki, C., & Leybaert, J. (2023). </span><span style="font-size: 12pt; font-family: Calibri, sans-serif;">ReadingMechanisms in Hearing Impaired Lebanese Children. </span><span lang="FR" style="font-size: 12pt; font-family: Calibri, sans-serif; color: rgb(34, 34, 34); background: white;">AppliedPsycholinguistics,</span><span lang="FR" style="font-size: 12pt; font-family: Calibri, sans-serif; color: rgb(34, 34, 34); background: white;"> 1-29. </span><a href="https://doi.org/10.1017/S0142716423000437"><span lang="FR" style="font-size: 12pt; font-family: Calibri, sans-serif;">https://doi.org/10.1017/S0142716423000437</span></a></p><p class="MsoNormal" style="text-align:justify;mso-layout-grid-align:none;text-autospace:none"><span lang="FR" style="font-family:"Calibri",sans-serif;mso-fareast-font-family:Calibri;mso-bidi-font-family:"Times New Roman";mso-ansi-language:FR">Leybaert, J., Van Vlierberghe, C., Croiseaux, E., Mattar,M. (2020). Le langage écrit chez les enfants sourds : rôle des habiletésphonologiques et de la mémoire à court terme. <i>A.N.A.E, 32</i>(3),<i>299-308.</i></span></p><p class="MsoNormal" style="text-align:justify;mso-layout-grid-align:none;text-autospace:none"><span lang="FR" style="font-family:"Calibri",sans-serif;mso-fareast-font-family:Calibri;mso-bidi-font-family:"Times New Roman";mso-ansi-language:FR">Leybaert, J., Van Vlierberghe, C., Croiseaux, E., Mattar,M. (2018). </span><span lang="FR" style="font-family:"Calibri",sans-serif;mso-bidi-font-family:"Times New Roman";mso-ansi-language:FR">Lecture etreconnaissance des mots écrits chez les enfants sourds, y compris avec unimplant cochléaire : codage phonologique et/ou orthographique ?. Dans:A. Roy, B. Guillery-Girard, G. Aubin & C. Mayor (Eds.), <i>Neuropsychologiede l’enfant : Approches cliniques, modélisations théoriques et méthodes </i>(pp.81-92).Paris : De Boeck Supérieur<o:p></o:p></span></p>