M.A. (CCC-SLP) Speech-Language Pathology, Lehman College
M.A. Linguistics, New York University
B.A. Psychology, Wesleyan University
Levy, E. S., Hsu, S., Liria, L., Moya-Gale, G. Erikson, A. M., Rooney, A. Ramig, L. O., & Camarata, S. M. (2012). The effects of two speech interventions on functional intelligibility in pediatric dysarthria. Motor Speech Conference, Santa Rosa, CA.
Leone, D., Hsu., S-C., Baigorri, M., Moya-Gale, G., & Levy, E. S. (2011). Children's perception of clear-speech vowels. Journal of the Acoustical Society of America, 129, 2625.
Levy, E. S. (2011). What every Tompkins Hall parent should know about bilingualism. Tompkins Hall Nursery School, New York, NY.
Levy, E. S. (2010). The effects of speech-style changes on intelligibility. New York University, Program in Speech and Language Pathology, New York, NY.
Levy, E. S. (2010). What's "gadoota" got to do with it? A Strange journey to the perception of second-language dysarthric speech. A Symposium on Speech Perception Honoring the Contributions of Winifred Strange, CUNY Graduate Center, New York, NY.
Levy, E. S., Garcia, P., Leone, D., & Lew, J. (2010). American English adults' perception of Spanish-accented conversational and clear speech. Journal of the Acoustical Society of America, 127, 1906.
Levy, E. S., Leone, D., Garcia, P., & Baigorri, M.. (2010). American English children's perception of Spanish-accented conversational and clear speech. American Speech Language and Hearing Annual Convention, Philadelphia.
Levy, E. S., Castelluccio de Diesbach, & Goral, M. (2009). Perceived change in accent after a stroke. American Speech Language and Hearing Annual Convention, New Orleans.
Levy, E. S. (2009). When student clinicians have "accents"-what the research tells us. Meeting of the Metropolitan Council of Clinic Directors' on multicultural/linguistic issues in supervision . New York, NY.
Levy, E. S. & Law II, F. (2009). Perception-production relationship in French vowel learning in adulthood. Acoustical Society of American Meeting. Portland, OR.Martnez, N., Posadas, D., & Levy, E. S. (2008). Effects of clinicians' language background on phonological evaluation of children. American Speech Language and Hearing Annual Convention. Chicago, IL.
Levy, E. S. & Law II, F. (2008). Production of Parisian French front rounded vowels by second-language learners. Journal of the Acoustical Society of America, 119, 3424.
Levy, E. S., Crowley, C., Wagner, E., Downey, S., Kastl, R., Pleshivoy, Y., Rosenthal, D., Tancredi, D., & Yukov, M. (2007). SLP students with accents: University Clinics' Policies & Practices. American Speech Language and Hearing Annual Convention. Boston, MA.
Kastl, R., Goral, M., & Levy, E. S. (2007). Using internet technology for long-distance language therapy in aphasia. American Speech Language and Hearing Annual Convention. Boston, MA.
Levy, E. S. (2006). Consonantal context and experience effects on American L2-learners' perception of French vowels. Journal of the Acoustical Society of America, 119, 3424.
Strange, W., Levy, E. S., & Lehnhoff Jr., R. (2004). Perceptual assimilation of French and German vowels by American English listeners: Acoustic similarity does not predict perceptual similarity. Journal of the Acoustical Society of America, 115, 2606.
Levy, E. S. & Strange, W. (2002). Effects of consonantal context on perception of French rounded vowels by American English adults with and without French language experience. Journal of the Acoustical Society of America, 111, 2361-2362.
Strange, W., Weber, A., Levy, E. S., Shafiro, V. & Nishi, K. (2002). Within- and across-language acoustic variability of vowels spoken in different phonetic and prosodic contexts: American English, Northern German, and Parisian French. Journal of the Acoustical Society of America, 112, 2384.
Levy, E. S., Goral, M., & Obler, L. K. (1999). Neurolinguistic perspectives on mother tongue: Evidence from aphasia and brain imaging. Les cahiers Charles V, 27, 141-157.
Levy, E. S. (1997). Stress, identity, and change in German surface forms: An OT analysis of apparent exceptions to devoicing. Proceedings of the International Linguistics Association Conference, 21. Washington, D.C: Georgetown University.
Levy, E. S., Ramig, L. O., & Camarata, S., M. (in press). The effects of two speech interventions on speech function in pediatric dysarthria. Journal of Medical Speech-Language Pathology.
Altman, C., Goral, M., & Levy, E. S. (2012). Integrated narrative analysis in multilingual aphasia: The relationship among narrative structure, grammaticality and fluency. Aphasiology, 26, 1029-1052. DOI: 10.1080/02687038.2012.686103
Levy, E. S., & Crowley, C. J. (2012). Beliefs regarding the impact of accent within speech-language pathology practice areas. Communication Disorders Quarterly. Advance online publication. doi: 10.1177/1525740112446851
Shafiro, V. S., Levy, E. S., Khamis-Dakwar, R., & Kharkhurin. A. (2012). Perceptual confusions of American English vowels and consonants by native English and native Arabic bilinguals. Language and Speech. Advance online publication. doi: 10.1177/0023830912442925
Neumann-Werth, Y., Levy, E. S., & Obler, L. K. (2012). Hemispheric processing of vocal emblem sounds. Neurocase. doi: 10.1080/13554794.2012.667122
Centers and Projects
Research in the Speech Production and Perception Laboratory examines speech performance in individuals with and without communication disorders, with special emphasis on intelligibility and accent. Under the direction of Erika S. Levy, Ph.D., Assistant Professor and trilingual speech-language pathologist, this lab is affiliated with the Speech & Language Pathology program in Teachers College's Department of Biobehavioral Sciences.
A goal of our research is to better understand patterns of speech production and perception by second-language learners and by individuals with communication disorders. We aim to recreate natural speech patterns as much as possible within the laboratory setting in order to learn about real-world speech production and perception and their disorders. A theme of this research has been the investigation of utterances in continuous speech, in which neighboring vowels and consonants affect each other's pronunciation, as opposed to isolated speech utterances. Our work informs educational and therapeutic approaches to speech and language learning and disorders in monolingual and multilingual populations.
Examples of the questions we ask are how children with communication disorders and second-language learners perceive and produce “clear speech,” an intelligibility-enhancing style of speech. Different speech styles are also of interest as possible tools for increasing intelligibility in individuals with motor speech disorders. Planned projects include an examination of interventions for increasing intelligibility in children with dysarthria due to cerebral palsy. A goal of this research is to determine where difficulties lie in order to help pave the way for improvement in the efficacy of speech-language pathology service provision.
- Production and perception of clear speech by children with communication disorders and second-language learners
- Survey of beliefs and practices regarding speech-language pathology students with accents
- Examination of reported change in accent following a stroke in a trilingual individual with aphasia
We perform research on speech treatment for children with dysarthria due to cerebral palsy (through the Center for Cerebral Palsy Research). To see if your child qualifies for a speech treatment study please contact Prof. Erika Levy at firstname.lastname@example.org.