Hibshman , D., Riley, E.A (2024) Vigilant attention during cognitive and language processing in aphasia. Journal of Speech, Language, and Hearing Research, 1-15. https://doi.org/10.1044/2024_JSLHR-23-00168
English, C.K., Simpson, D.B., Billinger, S., Churilov, L., Coupland, K.G., Drummond, A., Kuppuswamy, A., Kutlubaev, M.A., Lerdal, A., Mahmood, A., Moseley, G.L., Pittman, Q.J., Riley, E.A., Sutherland, B.A, Wong, C.H., Corbett, D., & Mead, G. (2023) A roadmap for research in post-stroke fatigue: Consensus-based core recommendations from the third Stroke Recovery and Rehabilitation Roundtable. International Journal of Stroke. 19(2), 133-144. https://doi.org/10.1177/17474930231189135
Riley, E.A., Verblaauw, M., Masoud, H., & Bonilha, L. (2022). Pre-frontal tDCS improves sustained attention and promotes artificial grammar learning in aphasia: An open-label study. BrainStimulation. 15 (5), 1026-1028. https://doi.org/10.1016/j.brs.2022.07.006
Mercer, E., Sherfey, E., Ogbu, C., & Riley, E.A. (2022). Effects of CPAP on language recovery in post-stroke aphasia: A review of recent literature. Brain Sciences. 12(3), 379. https://doi.org/10.3390/brainsci12030379
Brookshire, C.E., Kendall, D. & Riley, E.A. (2022). Acquired disorders of reading: Modeling, assessment, and treatment. In Papathanassiou, Coppens, & Potagas (Eds.), Aphasia and Related Neurogenic Communication Disorders, 3rd Ed. (pp. 237-266) Sudbury, MA: Jones & Bartlett Learning, LLC
Riley, E.A., Hart, E., Preston, J.L., Wu, Y., & Ashaie, S. (2021). Pervasiveness of speech-language disorders and fatigue in stroke: A systematic scoping review. Journal of Communication Disorders. 93. https://doi.org/10.1016/j.jcomdis.2021.106145
Riley, E.A. & Owora, A. (2020). Relationship between physiologically measured attention and behavioral task engagement in persons with chronic aphasia. Journal of Speech, Language, and Hearing Research. 63 (5), 1430-1445. https://doi.org/10.1044/2020_JSLHR-19-00016
Riley, E.A., Owora, A., McCleary, J., & Anderson, A. (2019). Sleepiness, exertion fatigue, arousal, and vigilant attention in persons with chronic aphasia. American Journal of Speech – Language Pathology, 28 (4), 1491-1508. https://doi.org/10.1044/2019_AJSLP-18-0301
Wilmskoetter, J., Del Gaizo, J., Phillip, L., Behroozmand, R., Gleichgerrcht, E., Fridriksson, J., Riley, E.A., & Bonilha, L. (2019). Predicting naming responses based on pre-articulatory electrical activity in individuals with aphasia. Clinical Neurophysiology. 130 (11), 2153-2163. https://doi.org/10.1016/j.clinph.2019.08.011
Riley, E.A. & Wu, Y. (2019). Artificial grammar learning with transcranial direct current stimulation (tDCS): A pilot study. Brain Stimulation, 12(5), 1307-1308. https://doi.org/10.1016/j.brs.2019.07.002
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, 33(5), 292–300. https://doi.org/10.1177/1533317518762443
Riley, E.A. (2017). Patient fatigue during aphasia treatment: A survey of speech-language pathologists. Communication Disorders Quarterly, 38(3), 143-153. https://doi.org/10.1177/1525740116656330
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. https://doi.org/10.3389/fnhum.2017.00140
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. (pp. 195-219) Sudbury, MA: Jones & Bartlett Learning, LLC.
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., 215-240. https://doi.org/10.1093/oxfordhb/9780199772391.013.12
Riley, E.A., & Thompson, C.K. (2015). Training pseudoword reading in acquired dyslexia: a phonological complexity approach. Aphasiology, 29(2), 129-150. https://doi.org/10.1080/02687038.2014.955389
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), 100-109. https://www.ohioslha.org/wp-content/uploads/2016/10/eHearsay2015-Aphasia.pdf
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. https://doi.org/10.1016/j.cortex.2013.02.003
Riley, E.A. & Kendall, D.L. (2013). The acquired disorders of reading. In Papathanassiou, Coppens, & Potagas (Eds.), Aphasia and Related Neurogenic Communication Disorders, 1st Ed. (pp. 157 – 172) Sudbury, MA: Jones & Bartlett Learning, LLC. https://books.google.com/books?hl=en&lr=&id=L2a57bE9RXQC&oi=fnd&pg=PA157&dq=The+Acquired+Disorders+of+Reading.+In+Papathanassiou,+Coppens,+%26+Potagas+(Eds.),+Aphasia+and+Related+Neurogenic+Communication+Disorders,+2nd+Ed.&ots=UrWb6g4UCt&sig=xNUy9BU7-NIYQUy-8aTyWYC8HZw#v=onepage&q&f=false
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. https://doi.org/10.1080/02687030903422486
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. https://doi.org/10.1080/17489531003722087
RESEARCH GRANTS
Active
· National Institutes of Health, National Institute on Deafness and Other Communication Disorders (NIH/NIDCD) R21DC017787-01A1; Improving aphasia outcomes through tDCS-mediated attention management. Awarded 2020.
· National Aphasia Association/Academy of Aphasia Barbara Martin Aphasia Research Grant. Development and validation of aphasia-optimized tools to identify post-stroke fatigue and sleepiness. Awarded 2022.
· Syracuse University, Collaboration for Unprecedented Success and Excellence (CUSE) Good to Great Grant. “Re-CAASTing” the approach to rehab: Maximizing improvement in speech and language after stroke. Awarded 2021.
Completed
· Syracuse University Undergraduate Research and Creative Works Grant Program; Vigilant Attention Levels in Persons with Aphasia across Linguistic and Non-Linguistic Tasks. Project funding and academic stipend awarded to undergraduate student, Dannielle Hibshman in 2019.
· Neuromodulation for Rehabilitation Collaboration Grant, NIH National Center of Neuromodulation for Rehabilitation (NC NM4R); Improving aphasia outcomes through tDCS-mediated attention management: Pilot Study. Awarded 2019.
· Syracuse University Small Equipment Grant Program; Applying Transcranial Electrical Stimulation to Improve Cognition, Language, and Motor Recovery after Stroke. Awarded 2019.
· Syracuse University Neuroscience ILM Summer Research Fellowship Grant; Using tDCS to Improve Attention in Aphasia: A Pilot Study. Summer funding awarded to undergraduate student, Ying Wu in 2018.
· American Speech-Language-Hearing Foundation New Investigators Research Grant; EEG Quantification of Vigilance in Aphasia. Awarded 2016.
· Syracuse University Seed Grant Program; Establishing New Research Collaborations to Investigate Neurophysiology in Persons with Aphasia. Awarded 2015.
· Syracuse University Neuroscience ILM Summer Research Fellowship Grant; The Relationship Between EEG-Measured Vigilance and Cognitive Performance in Older Adults. Summer funding awarded to undergraduate student, Jennifer Hylkema in 2015.