Assistant Professor, Communication Sciences and Disorders
Research and Teaching Interests
Acquired disorders of language, improving treatment outcomes for persons with aphasia, the role that cognitive fatigue plays in the recovery process, biofeedback as a tool to enhance speech and language therapy for the stroke population. For a complete listing of Dr. Riley's research go to her Laboratory Website.
CSD 725 Neuropathologies of Language
CSD 409/609 Cognitive Neuroscience of Speech and Language
CSD 345/645 Speech Science
Northwestern University, Ph.D., Communication Sciences Disorders, 2011
Northwestern University, M.A., Speech-Langauge Pathology, 2009
University of New Mexico, B.S., Biology, 2004
Assistant Professor, Syracuse University, Department of Communications Sciences & Disorders, 2014-present
Assistant Professor, Bowling Green State University, Department of Communication Sciences & Disorders, 2012-2014
Post-Doctoral Research Fellow, Northwestern University, Aphasia & Neurolinguistics Research Laboratory, 2011-2012
Riley, E.A., & Thompson, C.K. (2015). Training pseudoword reading in acquired dyslexia: A phonological complexity approach. Aphasiology, 29(2), 129-150.
Riley, E.A., Brookshire, C.E. & Kendall, D.L. (2015). Acquired alexias: Mechanisms of reading. In Raymer, A.M. & Gonzalez-Rothi, L.J. (Eds.), Oxford Handbook of Aphasia and Language Disorders. New York: Oxford University Press.
Thompson, C.K., Riley, E.A., Den Ouden, D.B., Meltzer-Asscher, A., & Lukic, S. (2013). Training verb argument structure production in agrammatic aphasia: Behavioral and neural recovery patterns. Cortex, 49(9), 2358-2376.
Riley, E.A. & Kendall, D.L. (2011). The acquired disorders of reading. In Papathanassiou, Coppens, & Potagas (Eds.), Aphasia and Related Neurogenic Communication Disorders, 1st Ed. Sudbury, MA: Jones & Bartlett Learning, LLC.
Riley, E.A., & Thompson, C.K. (2010). Ortho-phonological cueing may be a viable method of treating anomia in Chinese for speakers with alphabetic script knowledge. Evidence-Based Communication Assessment & Intervention, 4(1), 49-53.
Riley, E.A. & Thompson, C.K. (2010). Semantic typicality effects in acquired dyslexia: Evidence for semantic impairment in deep dyslexia. Aphasiology, 24 (6-8), 802-813.