All Faculty, Staff
Lisa Bowers is an assistant professor at the University of Arkansas. Her research focuses on the language and literacy abilities of children from infancy to adolescence. She is a certified speech-language pathologist and has experience in Early Intervention and school settings working with children from culturally and linguistically diverse backgrounds.
- Improving Literacy through Instruction and Community Experiences
- Writing Skills of Students who are Deaf or Hard of Hearing
- Literacy Skills of English Language Learners
- Using Curriculum Based Measures to Assess Basic Concept Knowledge of Young Children
- Language and literacy abilities of children from infancy to adolescence
- Best Practices for School Based SLPs
- Language, Learning and Literacy, Graduate Level (CDIS 5273)
- Seminar in Early Intervention, Graduate Level (CDIS 5112)
- Aural Rehabilitation (CDIS 4133)
- Language Development in Children (CDIS 3224)
- Language Development in Children Lab using SALT software (CDIS 3224L)
- Language Disorders in Children (CDIS 4223)
- Introduction to Communication Disorders (CDIS 2257)
- University Perspectives (UNIV 1139)
- Ph.D., University of Tennessee Health Science Center, Speech and Hearing Sciences, 2012
- M.A., Louisiana State University, Communication Disorders, 2005
- B.A., Louisiana State University, Communication Disorders, 2003
Bowers, L. & Schwarz, I. (in press). Preventing summer learning loss: Results of a summer literacy program for students from low SES homes. Reading and Writing Quarterly: Overcoming Learning Difficulties. ?
Bowers, L. (2016). Auditory-Verbal Therapy as an intervention approach for children who are deaf: A review of the evidence. Evidence-based Practice Briefs, 11(6). 1–8. Bloomington, MN: NCS Pearson, Inc.
Bowers, L., Dostal, H., McCarthy, J., Schwarz, I. & Wolbers, K. (2015). Analysis of Deaf students’ spelling skills during a year long instructional writing approach. Communication Disorders Quarterly, 1-11. doi: 10.1177/152574011456752
Dostal, H., Bowers, L., Wolbers, K. & Gabriel, R. (2015). “We are authors.”: A qualitative analysis of deaf students’ writing development during the course of one year of Strategic and Interactive Writing Instruction (SIWI). Review of Disability Studies, An International Journal, 11(2), 1-19.
Wolbers, K., Graham, S., Dostal, H. & Bowers, L. (2014). A description of ASL features in writing. Ampersand: An American Journal of General and Applied Linguistics, 1, 19-27. http://dx.doi.org/10.1016/j.amper.2014.11.001
Bowers, L., McCarthy, J., Schwarz, I., Dostal, H. & Wolbers, K. (2014). Examination of the spelling skills of middle school students who are deaf or hard of hearing. Volta Review, 114(1), 29-54.
Wolbers, K., Bowers, L., Dostal, H. & Graham, S. (2014). Deaf writers' application of American Sign Language (ASL) knowledge to writing. International Journal of Bilingual Education and Bilingualism, 17(4), 410-429. doi: 10.1080/13670050.2013.816262
Bowers, L. & Schwarz, I. (2013). Assessing response to basic concept instruction: Preliminary evidence with children who are Deaf. Communication Disorders Quarterly, 34(4), 221-231. doi: 10.1177/1525740112469662
Wolbers, K., Dostal, H., & Bowers, L. (2012). “I was born full deaf.” Written language outcomes after one year of Strategic and Interactive Writing Instruction (SIWI). Journal of Deaf Studies and Deaf Education. 17(1), 19-38.
- Reviewer: The Journal of Speech Pathology and Therapy
- Reviewer: Journal of Experimental Child Psychology
- Reviewer: International Journal of Clinical & Experimental Otolaryngology
- Research Advisory Committee for Jean Tyson Child Development Study Center
- Reviewer for ASHA’s Academic Affairs & Research Education Committee for the Students Preparing for Academic and Research Career Award (SPARC) award
- Editorial Board for Inquiry: the Undergraduate Research Journal at the University of Arkansas
- Language in Infants, Toddlers, and Preschoolers (LITP) Sub-Committee for ASHA National Convention. Responsible for planning and inviting professional guest lectures & reviewing presentation submissions.
- Reviewer for the International Journal of Bilingual Education and Bilingualism
- Volunteer Coordinator for Communication Disorders students. Work with Fayetteville Public Schools, Yvonne Richardson Center, and Fayetteville, AR Head Start Programs.
- Summer Reading Program Coordinator, SOAR Youth Ministries: Implemented curriculum for a summer reading program grades 1-5
2016 - Bowers, A., Bowers, L., Glade. R. College of Education and Health Professions PROMISE Grant. Funded - $4000 Mapping Working Memory Capacity in Adult Cochlear Implant Users: Implications for Cognitive Capacities on Rehabilitation Outcomes.
2016 - Perryman, K. & Bowers, L. University of Arkansas’s Provost Research Grant Funded - $2000 The Use of Play as the Common Ground for Improved Emotional Well Being and Language Skills of Children: A Collaborative Approach.
Mentored Casey Baldwin, Honor’s College Research Grant (2017). $1250 – funded for her project titled Family Dynamics and Auditory-Verbal Therapy (AVT).
Mentored Megan Porter, Honor’s College Research Grant (2016). $1250 – funded for her project titled The Impact of Father-child Communication Interactions.
Mentored Hailey Guthrie, Honor’s College Research Grant (2016). $1250 funded for her project titled Assessment of Basic Concept Knowledge: What Are we Measuring?
Mentored Kristin Wylie, Honor’s College Research Grant (2015). $1250 – funded for her project titled Implementing Structure in a Volunteer-Based, One-on-One After-School Program: Effects on the Perceived Level of Volunteer Impact and Elementary Students Attitudes toward Reading.
Mentored Kirbee Lester, Honor’s College Research Grant (2015). $1250 – funded for her project titled Basic Concepts and Socio-economic Status.