Ryan McCreery is Director of Research at Boys Town National Research Hospital where he is also Director of the Audibility, Perception and Cognition Laboratory and Director of the Center for Audiology. Dr. McCreery completed his Ph.D. in 2011 at the University of Nebraska, Lincoln, where he researched bottom-up and top-down processing of auditory information in children. His lab’s current research is focused on various aspects of hearing, hearing amplification, language processing and language development. Dr. McCreery’s research has contributed to our understanding of the importance of cumulative auditory experience on language and sensory development. Findings from Dr. McCreery’s research are directly related to clinical outcomes and have led to optimized clinical protocols for fitting hearing aids in kids with hearing loss.
Dr. McCreery has authored 56 peer reviewed publications and has numerous research collaborations. He is a regular speaker at scientific and clinical meetings and is an active member of the American Speech-Language-Hearing Association (ASHA).
Because of his significant scientific and professional contributions, Dr. McCreery was recognized in 2020 with a
prestigious ASHA Fellowship.
Recent Publications
- McCreery, R.W., Miller, M.K., Leibold, L.J., Buss, E. (Accepted) Cognitive and linguistic contributions to masked speech recognition in children. Journal of Speech Language and Hearing Research.
- Lalonde K., & McCreery R.W. Audiovisual enhancement of speech perception in noise by school-age children who are hard of hearing. Ear and Hearing. 2020 Jul/Aug;41(4):705–719. doi: 10.1097/AUD.0000000000000830.
- Tomblin J.B., Oleson J., Ambrose S.E., Walker E.A., McCreery R.W., & Moeller M.P. Aided hearing moderates the academic outcomes of children with mild to severe hearing loss. Ear and Hearing. 2020 Jul/Aug;41(4):775–789. doi: 10.1097/AUD.0000000000000823.
- Walker E.A., Sapp C., Dallapiazza M., Spratford M., McCreery R.W., Oleson J.J. (2020) Language and Reading Outcomes in Fourth–Grade Children With Mild Hearing Loss Compared to Age-Matched Hearing Peers. Language Speech and Hearing Services in Schools, 51(1):17–28
- McCreery, R.W., Walker, E.A., Stiles, D.J., Spratford, M., Oleson, J.J., & Lewis, D.E. (2020) Audibility-based hearing aid fitting criteria for children with mild bilateral hearing loss, Language Speech and Hearing Services inSchools. 51(1):55–67.
- Miller M.K., Calandruccio L., Buss E., McCreery R.W., Oleson J., Rodriguez B., Leibold L.J. (2019) Masked English Speech Recognition Performance in Younger and Older Spanish–English Bilingual and English Monolingual Children. The Journal of Speech Language Hearing Research, 62(12):4578–4591.
- Spratford M, Walker E.A., McCreery R.W. (2019) Use of an Application to Verify Classroom Acoustic Recommendations for Children Who Are Hard of Hearing in a General Education Setting. American Journal of Audiology, 28(4):927–934.
- Walker E.A., Sapp C., Oleson J.J., McCreery R.W. (2019) Longitudinal Speech Recognition in Noise in Children: Effects of Hearing Status and Vocabulary. Frontiers in Psychology. 10:2421.
- McCreery R.W., Walker E.A., Spratford M., Lewis D., Brennan M. (2019) Auditory, Cognitive, and Linguistic Factors Predict Speech Recognition in Adverse Listening Conditions for Children With Hearing Loss. Frontiers in Neuroscience 13:1093
- Walker E.A., Kessler D., Klein K., Spratford M., Oleson J.J., Welhaven A., McCreery R.W. (2019) Time–Gated Word Recognition in Children: Effects of Auditory Access, Age, and Semantic Context. The Journal of Speech Language and Hearing Research. 62(7):2519–2534
- Oleson, J., Brown, G., McCreery, R.W. (2019) Essential statistical concepts for speech, language, and hearing sciences. The Journal of Speech, Language, and Hearing Research.62(3):489–497.
- Oleson, J., Brown, G., McCreery, R.W. (2019) The evolution of statistical methods in speech, language, and hearing sciences. The Journal of Speech, Language, and Hearing Research.62(3):498–506.
- Kirby, B.J., Spratford, M., Klein, K. & McCreery, R.W. (2018) Cognitive abilities contribute to spectro-temporal discrimination in children who are hard of hearing. Ear and hearing. 40(3):645–650
