Danielle Colenbrander, Liam Parsons, Jeffrey S. Bowers, Colin J. Davis (2021). Assessing the Effectiveness of Structured Word Inquiry for Students in Grades 3 and 5 with Reading and Spelling Difficulties: A Randomized Controlled Trial. Reading Research Quarterly (RRQ). https://doi.org/10.1002/rrq.399
Jeffrey S. Bowers (2021). Yes children need to learn their GPCs but there really is little or no evidence that systematic or explicit phonics is effective: A response to Fletcher, Savage, and Sharon (2020). Educational Psychology Review. Published online on 13 March 2021. doi.org/10.1007/s10648-021-09602-z
Jeffrey S. Bowers and Peter N. Bowers (2021). The science of reading provides little or no support for the widespread claim that systematic phonics should be part of initial reading instruction: A response to Buckingham. doi.org/10.31234/osf.io/f5qyu
Melvin Ng, Peter N. Bowers and Jeff S. Bowers (Preprint). A promising new tool for literacy instruction: The morphological matrix.
Jeffrey S. Bowers (2020) Reconsidering the Evidence that Systematic Phonics is more Effective than Alternative Methods of Reading Instruction. Educational Psychology Review, 32, 681-705.
Jeffrey S. Bowers and Peter N. Bowers (2018). Progress in reading instruction requires a better understanding of the English spelling system. Current Directions in Psychological Science, 27, 407-412
Jeffrey S. Bowers and Peter N. Bowers (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/
Jeffrey S. Bowers and Peter N. Bowers (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.
Jeffrey S. Bowers and Peter N. Bowers (2017). Beyond Phonics The Case for Teaching Children the Logic of the English Spelling System. Educational Psychologist, 52, 124–141.
Jeffrey S. Bowers (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.
Jeffrey S. Bowers (2016). The Practical and principled problems with educational neuroscience. Psychological Review, 123, 600-612.