Bowers, J.S., and Bowers, P.N. (2018). Progress in reading instruction requires a better understanding of the English spelling system. Current Directions in Psychological Science, 27, 407-412
Bowers, J.S. (2018). Reconsidering the evidence that systematic phonics is more effective than alternative methods of reading instruction. PsyArXiv.https://psyarxiv.com/xz4yn/
Bowers, J.S. & Bowers, P.N. (2018). There is no evidence to support the hypothesis that systematic phonics should precede morphological instruction: Response to Rastle and colleagues. PsyArXiv. https://psyarxiv.com/zg6wr/
Bowers, J.S., and Bowers, P.N. (2018). The importance of correctly characterizing the English spelling system when devising and evaluating methods of reading instruction: Comment on Taylor, Davis, and Rastle (2017). Quarterly Journal of Experimental Psychology, 71, 1497-1500.
Bowers, J.S., & Bowers, P.N. (2017). Beyond Phonics The Case for Teaching Children the Logic of the English Spelling System. Educational Psychologist, 52, 124–141. 2017
Bowers, J. S. (2016). Psychology, not educational neuroscience, is the way forward for improving educational outcomes for all children: Reply to Gabrieli and Howard-Jones et al (2016) (2016). Psychological Review, 123, 628-635.
Bowers, J. S. (2016). The Practical and principled problems with educational neuroscience. Psychological Review, 123, 600-612.