Faculty and Staff

Lisa Bowers

Lisa Bowers

Assistant Professor of Communication Disorders

College of Education and Health Professions

(RHRC)-Rehabilitation, Human Resources, and Communication Disorders

Phone: 479-575-3267

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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

Refereed Manuscripts:

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.