Publications

Publications

Riley, E.A., Barbieri, E., Weintraub, S., Mesulam, M.M, & Thompson, C.K. (2018). Semantic typicality effects in Primary Progressive Aphasia. American Journal of Alzheimer’s Disease and Other Dementias. doi: 10.1177/1533317518762443

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., Brookshire Madden, C.E. & Kendall, D.L. (2017). 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.

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., Brookshire, C.E., & Kendall, D.L. (2016). The acquired disorders of reading. In Papathanassiou, Coppens, & Potagas (Eds.), Aphasia and Related Neurogenic Communication Disorders, 2nd Ed. Sudbury, MA: Jones & Bartlett Learning, LLC.

Riley, E.A., & Thompson, C.K. (2015). Training pseudoword reading in acquired dyslexia: A phonological complexity approach. Aphasiology, 29(2), 129-150.

Costell, M. & Riley, E.A. (2015). Intensive therapy for aphasia: What does “intensive” really mean? eHearsay: Electronic Journal of the Ohio Speech-Language Hearing Association, 5(1), 99-109.

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. (2010a). Semantic typicality effects in acquired dyslexia: Evidence for semantic impairment in deep dyslexia. Aphasiology, 24 (6-8), 802-813.

Riley, E.A., & Thompson, C.K. (2010b). 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.

Contact Us

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Ellyn Riley, Ph.D., CCC-SLP
Dept of Communication Sciences & Disorders
621 Skytop Rd.
Suite 1235
Syracuse, NY 13244
p: 315-443-8688
e: aphasia@syr.edu

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Please enter at the Gebbie Clinic entrance of 621 Skytop Rd