Biography

Dr. Sabina Rak Neugebauer's research focuses on the literacy development of traditionally underserved students in under-performing elementary and middle schools. Her research examines two essential components of literacy development: vocabulary and reading motivation. Dr. Neugebauer investigates these two facets of reading at three complementary levels of analysis (individual, classroom, and school context) to more comprehensively identify ways to support students in achieving equitable educational outcomes.

Research Interests

  • Literacy
  • Motivation
  • Vocabulary

Courses Taught

Number

Name

Level

TESL 5631

Foundations of Language Teaching: Meeting the Needs of English Language Learners

Graduate

ECED 3298

Assessment in Early Childhood Education

Undergraduate

Selected Publications

  • Neugebauer, S.R. & Howard, E.R. (2021). Exploring conceptions of reading risk and program-specific literacy outcomes for Spanish speakers in dual language and English-medium programs. Journal of Immersion and Content-Based Language Education, 9(2), pp. 252-278. doi: 10.1075/jicb.20021.neu

  • Neugebauer, S.R., Coyne, M., McCoach, D.B., & Ware, S. (2021). Reframing adherence: Active ingredients and impromptu interactions that support vocabulary implementation effectiveness. Early Childhood Research Quarterly, 56, pp. 52-64. doi: 10.1016/j.ecresq.2021.02.004

  • Neugebauer, S.R., Morrison, D., Karahalios, V., Harper, E., Jones, H., Lenihan, S., Oosterbaan, F., & Tindall, C. (2021). A Collaborative Model to Support K-12 Pre-Service Teachers’ Data-Based Decision Making in Schools: Integrating Data Discussions across Stakeholders, Spaces, and Subjects. Action in Teacher Education, 43(1), pp. 85-101. doi: 10.1080/01626620.2020.1842821

  • Neugebauer, S.R., Ellis, E., & Coyne, M. (2021). Making Personal Connections to Words to Increase Early Childhood Vocabulary Learning. Reading Teacher. doi: 10.1002/trtr.2052

  • Neugebauer, S.R. & Fujimoto, K.A. (2020). Distinct and Overlapping Dimensions of Reading Motivation in Commonly Used Measures in Schools. Assessment for Effective Intervention, 46(1), pp. 39-54. doi: 10.1177/1534508418819793

  • Neugebauer, S.R. & Blair, E.E. (2020). “I Know How to Read and All, but..”: Disciplinary Reading Constructions of Middle School Students of Color. Journal of Literacy Research, 52(3), pp. 316-340. doi: 10.1177/1086296X20938780

  • Fujimoto, K.A. & Neugebauer, S.R. (2020). A General Bayesian Multidimensional Item Response Theory Model for Small and Large Samples. Educational and Psychological Measurement, 80(4), pp. 665-694. doi: 10.1177/0013164419891205

  • Neugebauer, S., Sandilos, L., Coyne, M., McCoach, D.B., & Ware, S. (2020). Highly Potent and Vastly Conditional Instructional Practices: Variations in Use and Utility of Language Interactions for Kindergarten. Early Education and Development, 31(4), pp. 541-560. doi: 10.1080/10409289.2019.1686928

  • Neugebauer, S.R., Hopkins, M., & Spillane, J.P. (2019). Social sources of teacher self-efficacy: The Potency of teacher interactions and proximity to instruction. Teachers College Record, 121(4).

  • Neugebauer, S.R., Hopkins, M., & Spillane, J.P. (2019). Social sources of teacher self-efficacy: The Potency of teacher interactions and proximity to instruction. Teachers College Record, 121(4).

  • Neugebauer, S.R. & Gilmour, A.F. (2019). The Ups and Downs of Reading Across Content Areas: The Association Between Instruction and Fluctuations in Reading Motivation. Journal of Educational Psychology. doi: 10.1037/edu0000373

  • Neugebauer, S.R., Morrison, D., Karahalios, V., Kibblewhite, J., Weinstein, A., Harper, E., Jones, H., Lenihan, S., Oosterbaan, F., & Tindall, C. (2018). Data-based decision making across educational stakeholders and systems: Avoiding the pitfalls of being data-driven through productive partnerships that support educational equity. In Teaching, Learning, and Leading with Schools and Communities: Field-Based Teacher Education (pp. 88-108). doi: 10.4324/9781315099712-7

  • Neugebauer, S.R., Gámez, P.B., Coyne, M.D., Cólon, I.T., McCoach, D.B., & Ware, S. (2017). Promoting word consciousness to close the vocabulary gap in young word learners. Elementary School Journal, 118(1), pp. 28-54. doi: 10.1086/692986

  • Neugebauer, S.R. (2017). Assessing Situated Reading Motivations Across Content Areas: A Dynamic Literacy Motivation Instrument. Assessment for Effective Intervention, 42(3), pp. 131-149. doi: 10.1177/1534508416666067

  • Gámez, P.B., Neugebauer, S.R., Coyne, M.D., McCoach, D.B., & Ware, S. (2017). Linguistic and social cues for vocabulary learning in Dual Language Learners and their English-only peers. Early Childhood Research Quarterly, 40, pp. 25-37. doi: 10.1016/j.ecresq.2017.01.003

  • Neugebauer, S., Coyne, M., McCoach, B., & Ware, S. (2017). Teaching beyond the intervention: the contribution of teacher language extensions to vocabulary learning in urban kindergarten classrooms. Reading and Writing, 30(3), pp. 543-567. doi: 10.1007/s11145-016-9689-x

  • Neugebauer, S.R. & Heineke, A. (2017). Literacy Assessments for Linguistically Diverse Students. In M. Hughes & E. Tallbott (Eds.), The Wiley Handbook of Diversity in Special Education. John Wiley & Sons.

  • Neugebauer, S. (2016). Stable or situated understandings of adolescent reading engagement across readers and raters. Journal of Educational Research, 109(4), pp. 391-404. doi: 10.1080/00220671.2014.968914

  • Neugebauer, S.R., Chafouleas, S.M., Coyne, M.D., McCoach, D.B., & Briesch, A.M. (2016). Exploring an ecological model of perceived usability within a multi-tiered vocabulary intervention. Assessment for Effective Intervention, 41(3), pp. 155-171. doi: 10.1177/1534508415619732

  • Chang, A., Neugebauer, S.R., Ellis, A., Ensminger, D., Ryan, A.M., & Kennedy, A. (2016). Teacher Educator Identity in a Culture of Iterative Teacher Education Program Design: A Collaborative Self-Study. Studying Teacher Education, 12(2), pp. 152-169. doi: 10.1080/17425964.2016.1192030

  • Neugebauer, S.R. & Howard, E.R. (2015). Exploring Associations Among Writing Self-Perceptions, Writing Abilities, and Native Language of English-Spanish Two-Way Immersion Students. Bilingual Research Journal, 38(3), pp. 313-335. doi: 10.1080/15235882.2015.1093039

  • Neugebauer, S.R., Kieffer, M.J., & Howard, E.R. (2015). Exploring multidimensionality and mediation in the roles of lexical knowledge in reading comprehension for spanish-speaking language minority learners. Learning and Individual Differences, 39, pp. 24-38. doi: 10.1016/j.lindif.2015.03.003

  • Daly, E., Neugebauer, S., Chafouleas, S., & Skinner, C.H. (2015). Interventions for reading problems: Designing and evaluating effective strategies., 2nd ed. New York, NY, US: Guilford Press. Retrieved from http://libproxy.temple.edu/

  • Howard, E. & Neugebauer, S. (2015). Moving towards biliteracy: Varying paths of bilingual writers in two-way immersion programs. Revista Miriada Hispanica, 10, pp. 83-105.

  • Kieffer, M.J., Marinell, W.H., & Neugebauer, S. (2014). Navigating into, through, and beyond the middle grades: the role of middle grades attendance in staying on track for high school graduation. Journal of School Psychology, 52(6), pp. 549-565. doi: 10.1016/j.jsp.2014.09.002

  • Neugebauer, S.R. (2014). Context-Specific Motivations to Read for Adolescent Struggling Readers: Does the Motivation for Reading Questionnaire Tell the Full Story? Reading Psychology, 35(2), pp. 160-194. doi: 10.1080/02702711.2012.679171

  • Briesch, A.M., Chafouleas, S.M., Neugebauer, S.R., & Riley-Tillman, T.C. (2013). Assessing influences on intervention implementation: Revision of the Usage Rating Profile-Intervention. Journal of School Psychology, 51(1), pp. 81-96. doi: 10.1016/j.jsp.2012.08.006

  • Neugebauer, S.R. (2013). A daily diary study of reading motivation inside and outside of school: A dynamic approach to motivation to read. Learning and Individual Differences, 24, pp. 152-159. doi: 10.1016/j.lindif.2012.10.011

  • Neugebauer, S.R. (2011). A new measure to assess linguistic self-esteem in adolescent latino bilinguals. Hispanic Journal of Behavioral Sciences, 33(4), pp. 425-446. doi: 10.1177/0739986311423354

  • Proctor, C.P., Dalton, B., Uccelli, P., Biancarosa, G., Mo, E., Snow, C., & Neugebauer, S. (2011). Improving comprehension online: Effects of deep vocabulary instruction with bilingual and monolingual fifth graders. Reading and Writing, 24(5), pp. 517-544. doi: 10.1007/s11145-009-9218-2

  • Neugebauer, S.R. & Currie-Rubin, R. (2009). Read-alouds in calca, Peru: A bilingual indigenous context. Reading Teacher, 62(5), pp. 396-405. doi: 10.1598/RT.62.5.3