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Ellyn Riley

Ellyn Riley


Assistant Professor
Communication Sciences and Disorders

earil100@syr.edu

1200 621 Skytop
315.443.9621


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.

Courses

CSD 726 Neurogenic Communication Disorders I

CSD 409/609 Cognitive Neuroscience of Speech and Language

CSD 345/645 Speech Science

Education

Northwestern University, Ph.D., Communication Sciences Disorders, 2011
Northwestern University, M.A., Speech-Langauge Pathology, 2009
University of New Mexico, B.S., Biology, 2004

Career

Assistant Research Professor, SUNY Upstate Medical University, Department of Neurology, 2016-present

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

Selected Publications

Riley, E.A. & McFarland, D.J. (2017). EEG error prediction as a solution for combining the advantages of retrieval practice and errorless learning. Front. Hum. Neurosci. 11:140. doi: 10.3389/fnhum.2017.00140

Riley, E.A. (2016). Patient fatigue in aphasia treatment: A survey of speech-language pathologists. Communication Disorders Quarterly. doi:10.1177/1525740116656330

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.