Faculty Accomplishments

Received an R15 grant from the National Institutes of Health for “Why does oral fluency predict silent reading comprehension? Neurocognitive markers of implicit meter as a potential mediator.” The project is for three years. (2022)

Tierney, A., Patel, A. D., Jasmin, K., & Breen, M. (2021). Individual differences in perception of the speech-to-song illusion are linked to musical aptitude but not musical training. Journal of Experimental Psychology: Human Perception and Performance, 12, 1681.

Breen, M., Fitzroy, A.B., & Oraa Ali, M. (2019). ERP evidence of implicit metric structure during silent reading. Brain Sciences. 

Breen, M. (2018). Effects of metric hierarchy and rhyme predictability on word duration in The Cat in the Hat. Cognition, 174.

Breen, M.,Kaswer L, Van Dyke JA, Krivokapic J and Landi N (2016). Imitated prosodic fluency predicts reading comprehension ability in good and poor high school readers.Frontiers in Psychology, 7:1026.

Breen, M. (2014). Empirical investigations of the role of implicit prosody in sentence processing. Language and Linguistics Compass. 8 (2) 37-50.

Breen, M., Dilley, L.C., McAuley, J.D., and Sanders, L.D. (2014). Auditory evoked potentials reveal early perceptual effects of distal prosody on speech segmentation. Language, Cognition and Neuroscience. 29 (9), 1132-1146.

Breen, M. and Clifton, C., Jr. (2011). Stress matters: Effects of anticipated lexical stress on silent reading. Journal of Memory and Language, 64 (2), 153-170.