Lisa M. Bowers

University of Arkansas at Fayetteville | U of A · Communication Sciences and Disorders

Purpose According to the American Speech-Language-Hearing Association (ASHA), prevention, identification, assessment, and intervention of children who are learning to read and write are within the scope of practice for school-based speech-language pathologists (SLPs). Furthermore, for SLPs who work in the school setting, it is not uncommon to have...

Purpose Interprofessional practice (IPP) is one way to structure collaborations to more effectively meet the complex needs of students in educational settings. This article explores the lessons learned when one research team implemented interprofessional education (IPE) experiences in partnership with a public elementary school and pre-service prof...

Purpose Dyslexia is increasingly being defined, assessed, diagnosed, and treated in the educational system. The purpose of this clinical focus article is to elucidate ways in which speech-language pathologists (SLPs) can rethink how to implement literacy interventions to incorporate best practices from multisensory structured language (MSL) approac...

Listening to sung words rather than spoken words can facilitate word learning and memory in adults and school-aged children. To explore the development of this effect in young children, this study examined word learning (assessed as forming word-object associations) in 1-2-year-olds and 3-4-year-olds, and word long term memory (LTM) in 4-5-year-old...

Listening to sung words rather than spoken words can facilitate word learning and memory in adults and school-aged children. To explore the development of this effect in young children, this study examined word learning (assessed as forming word-object associations) in 1-2-year-olds and 3-4-year-olds, and word long term memory (LTM) in 4-5-year-old...

Income-based childcare programs provide children access to developmentally appropriate and vocabulary-rich literacy experiences. For this study, participating Head Start Centers requested families complete a weekly home literacy log to encourage vocabulary-rich shared book reading activities in the home. Using participant characteristics, including...

Call for Papers: Career Development International Special Issue - Linguistic profiling and implications for career development: https://www.emeraldgrouppublishing.com/calls-for-papers/linguistic-profiling-and-implications-career-development. We would appreciate you sharing this widely in your networks. Introduction Current career literature exa...

Purpose The purpose of this research was to explore the preparation of practitioners from two disciplines—speech-language pathology and elementary education—who often work together in a school setting to identify ways to best support future professionals in their educational practicum settings. The primary research questions guiding this investigat...

There is a significant need to provide intervention services not only to students who exhibit sustained disruptive behaviors in the classroom, failing grades, and/or significant attendance issues but also to address the emotional needs of diverse elementary students who are “at risk” prior to exhibiting such issues so they may be successful in the...

This study evaluated the impact of participating in child-centered play therapy for qualifying diverse second-grade students, implemented through the Primary Mental Health Project treatment protocol. This preventative approach focuses on the behavioral, emotional, and social skills of children through child-centered play therapy. Second-grade stude...

The current review examines how neurobiological models of language and cognition could shed light on the role of phonological working memory (PWM) in developmental stuttering (DS). Toward that aim, we review Baddeley's influential multicomponent model of PWM and evidence for load-dependent differences between children and adults who stutter and typ...

Speech, language, and hearing professionals provide informational counseling for individuals with hearing loss to facilitate success in a variety of settings. The focus and content of the information change throughout the life of the individual from initial diagnosis through young adulthood. These shifts, guided by speech-language pathologists in c...

As collaborative efforts among professionals have become more widespread in literacy instruction and intervention, there has been an increase in a fragmented delivery of services to students. This qualitative inquiry was designed to assess what, if any, team-based approaches were being conducted among professionals who focus on language and literac...

The purpose of this study was to examine the written phrasal constructs and grammar usage of deaf and hard of hearing students with varying expressive language skills. Twenty-nine d/hh middle school students attending a residential school for the deaf were divided into three language groups: students using spoken English, ASL/English bilinguals, an...

Among the academic challenges faced by students from low–socioeconomic status (SES) homes is the loss of academic skills during the summer months. A total of 22 elementary students from low-SES homes participated in a summer program designed to improve oral and written narrative skills. We gathered oral and written narrative samples at the beginnin...

Numerous studies have shown that spelling presents unique challenges for children who are deaf or hard of hearing (d/hh), and most do not develop age appropriate spelling skills. Spelling errors from 29 middle school d/hh students were analyzed from writing samples that were gathered at the beginning, middle, and end of a year-long writing instruct...

This article expands on prior Strategic and Interactive Writing Instruction (SIWI) research by examining students' development as writers. Findings from a qualitative analysis of the writing development of 20 middle-school deaf and hard of hearing students over one year of instruction is reported. Implications and future directions are discussed.

Similar to second language students who embed features of their primary languages in the writing of their second languages, deaf and hard of hearing (d/hh) writers utilize features of American Sign Language (ASL) in their writing of English. The purpose of this study is to identify categories of language transfer, provide the prevalence of these tr...

Children who are deaf and hard of hearing (DHH) often struggle with spelling, which can have a negative effect on their written expression. Recent research has shown that linguistic analyses of spelling errors can be used to identify areas of need and guide remediation for spelling success. However, this research has not been conducted with childre...

Children who are deaf and hard of hearing (DHH) often struggle with spelling, which can have a negative effect on their written expression. Recent research has shown that linguistic analyses of spelling errors can be used to identify areas of need and guide remediation for spelling success. However, this research has not been conducted with childre...

Language transfer theory elucidates how first language (L1) knowledge and grammatical features are applied in second language (L2) writing. Deaf and hard of hearing (d/hh) students who use or are developing American Sign Language (ASL) as their L1 may demonstrate the use of ASL linguistic features in their writing of English. In this study, we inve...

Research has demonstrated that academic success is significantly related to word knowledge. Basic concept words are important because of their use in classroom directions and assessment instructions. It is important that educators assess a child’s understanding of basic concept vocabulary at school entry. For children who demonstrate basic concept...

Nonstandard grammatical forms are often present in the writing of deaf students that are rarely, if ever, seen in the writing of hearing students. With the implementation of Strategic and Interactive Writing Instruction (SIWI) in previous studies, students have demonstrated significant gains in high-level writing skills (e.g., text structure) but h...