Beyond Phonics: The Case for Teaching Children the Logic of the English Spelling System
By Jeffrey S. Bowers, Peter N. Bowers. 2017
104 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education, Language and Linguistics
View Paper: https://www.semanticscholar.org/paper/1fbf06f6d981e41a54cf4f0cd3df770a919934fc
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- George K. Georgiou
- Rauno Parrila
- George Manolitsis
- Karin Landerl
- Katharina Galuschka
- Stefan Haberstroh
- Gerd Schulte-Körne
- Ruth Görgen
In Education
- George K. Georgiou
- George Manolitsis
- Rauno Parrila
- Karin Landerl
- Katharina Galuschka
- Stefan Haberstroh
- Gerd Schulte-Körne
- Ruth Görgen
Citations in the corpus
- Phonological Awareness and Rapid Automatized Naming as Longitudinal Predictors of Reading in Five Alphabetic Orthographies with Varying Degrees of Consistency (2018, background): “The fact that English spellings have over time evolved to represent morphology, etymology, and phonology in a complex combination (Bowers & Bowers, 2017) has resulted in a situation where most other alphabetic orthographies represent the phonological structure of spoken language in a more…”
- Effectiveness of spelling interventions for learners with dyslexia: A meta-analysis and systematic review (2020, background): “In contrast, Bowers and Bowers (2017) postulated that phonology, morphology, and etymology should be taught jointly from the beginning of literacy instruction.”