Lisa M. Bowers Data-verified
Affiliation confirmed via AI analysis of OpenAlex, ORCID, and web sources.
Associate Professor
faculty
Research Areas
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Biography and Research Information
OverviewAI-generated summary
Lisa M. Bowers investigates topics related to literacy development, interprofessional education, and bacterial gene regulation. Her recent publications include work on rethinking literacy intervention by incorporating best practices from multisensory structured language approaches, and exploring linguistic profiling and its implications for career development. She has also published on child word learning in song and speech, and lessons learned through interprofessional education involving elementary education, special education, and communication sciences and disorders pre-service professionals.
Bowers' research also extends to microbiology, with publications on the selective benefit of the sucrose TonB-dependent receptor, SucA, in Caulobacter crescentus, and the regulation of Psuc, a sucrose-inducible promoter in the same bacterium. Her scholarship metrics include an h-index of 13, with 32 total publications and 449 total citations. She has collaborated with researchers such as Heather D. Young and Samantha Robinson at the University of Arkansas at Fayetteville.
Metrics
- h-index: 14
- Publications: 37
- Citations: 505
Selected Publications
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Educator Knowledge and Perception of Dyslexia: A Survey Study (2026)
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Guest editorial: Linguistic profiling and implications for career development (2024)
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Spelling Facilitates Reading: A Tutorial on the Spell-to-Read Approach (2024)
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Lessons learned through interprofessional education: exploring collaboration with elementary education, special education and communication sciences and disorders pre-service professionals (2024)
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Rethinking Literacy Intervention: Addressing a Practice Gap With Best Practices From Multisensory Structured Language Approaches (2023)
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Child word learning in song and speech (2023)
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Examination of Factors That Predict Receptive Vocabulary Knowledge of Children Who Attend Head Start Programs (2023)
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Training School Professionals in a Global Pandemic: Insights From Elementary Education and Speech-Language Pathology (2022)
Collaboration Network
Top Collaborators
- Training School Professionals in a Global Pandemic: Insights From Elementary Education and Speech-Language Pathology
- Lessons learned through interprofessional education: exploring collaboration with elementary education, special education and communication sciences and disorders pre-service professionals
- Rethinking Literacy Intervention: Addressing a Practice Gap With Best Practices From Multisensory Structured Language Approaches
- Spelling Facilitates Reading: A Tutorial on the Spell-to-Read Approach
- Regulation of Psuc, a sucrose-inducible promoter in Caulobacter crescentus
- Selective benefit of the sucrose TonB-dependent receptor, SucA, in Caulobacter crescentus
- Regulation of Psuc, a sucrose-inducible promoter in Caulobacter crescentus
- Selective benefit of the sucrose TonB-dependent receptor, SucA, in Caulobacter crescentus
- Course‐based Undergraduate Research Linked Across Two Core Biology Courses
- Course‐based Undergraduate Research Linked Across Two Core Biology Courses
- Course‐based Undergraduate Research Linked Across Two Core Biology Courses
- Course‐based Undergraduate Research Linked Across Two Core Biology Courses
- Course‐based Undergraduate Research Linked Across Two Core Biology Courses
- Training School Professionals in a Global Pandemic: Insights From Elementary Education and Speech-Language Pathology
- Examination of Factors That Predict Receptive Vocabulary Knowledge of Children Who Attend Head Start Programs
- Examination of Factors That Predict Receptive Vocabulary Knowledge of Children Who Attend Head Start Programs
- Child word learning in song and speech
- Child word learning in song and speech
- Child word learning in song and speech
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