Sabina Rak Neugebauer, Ed.D.

Sabina Rak Neugebauer, Ed.D.

Assistant Professor
Teaching & Learning

Ritter Hall 445
1301 Cecil B. Moore Ave.
Philadelphia, PA 19122
phone: 215 204-6137

  • Ed.D. Human Development & Education, Harvard University
  • Ed.M Language & Literacy, Harvard University
  • B.A., Psychology and French Studies, Wesleyan University
Areas of Professional Interest
  • Language and literacy development of linguistically diverse learners
  • Vocabulary interventions
  • Reading motivation and engagement
  • Instrument design
Recent Scholarship


Neugebauer, S., Gamez, P., Coyne, M., Colon, I., McCoach, D.B., & Ware, S. (in press) Promoting Word Consciousness to Close the Vocabulary Gap in Young Word Learners. Elementary School Journal.

Gamez, P., Neugebauer, S., Coyne, M., 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.

Neugebauer, S.R., 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, 543-567.

Neugebauer, S.R. (2016). Assessing Situated Reading Motivations across Content Areas: A Dynamic Literacy Motivation Instrument. Assessment for Effective Intervention, 1-19.

Neugebauer, S.R. (2016). Stable or Situated Understandings of Adolescent Reading Engagement across Readers and Raters. Journal of Educational Research, 109, 391-404.

Chang, A., Neugebauer, S., Ellis, A., Ryan, A.M., Ensminger, D., & Kennedy, A. (2016). Teacher educator identity in a culture of iterative teacher education program design: A collaborative self-study. Studying Teacher Education, 12, 152-169.

Neugebauer, S., Chafouleas, S., Coyne, M., McCoach, E., & Briesch, A. (2016). Exploring an Ecological Model of Perceived Usability within a Multi-Tiered Vocabulary Intervention. Assessment for Effective Intervention, 41, 155-171.

Neugebauer, S., & Howard (2015). Exploring Associations among Writing Self-Perceptions, Writing Abilities, and Native Language of English-Spanish Two-Way Immersion Students. Bilingual Research Journal, 38, 313-335.

Neugebauer, S., Kieffer, M., & Howard, E. (2015). Exploring multidimensionality and mediation in the roles of lexical knowledge in reading comprehension for adolescent Spanish-speaking language minority learners. Learning and Individual Differences, 39, 24-38.

Howard, E., & Neugebauer, S.R. (2015). Moving towards biliteracy: Varying paths of bilingual writers in Two-Way Immersion programs. Revista Miriada Hispanica, 10, 83-105.

*Kieffer, M., Marinell, W., & 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, 549–565.
*Alphabetical order, equal authorship across authors.

Neugebauer, Rak, S. (2014). Context-sensitive motivations to read for adolescent struggling readers: Does the Motivation for Reading Questionnaire tell the full story? Reading Psychology, 35, 160 – 194.

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, 152-159. 

Briesch, A., Chafouleas, S., & Neugebauer, S. R., & Riley-Tilman, C. (2013). Assessing influences on intervention implementation: Revision of the Usage Rating Profile-Intervention. Journal of School Psychology, 51, 81-96.

Neugebauer, Rak, S. (2011). A new measure to assess linguistic self-esteem in adolescent Latino bilinguals. Hispanic Journal of Behavioral Sciences, 33, 4, 425–446.

Proctor, P., Dalton, B., Uccelli, P., Biancarosa, G., Mo, E., Snow, C., and Neugebauer, S. (2011). Improving comprehension online: Effects of deep vocabulary instruction with bilingual and monolingual fifth graders. Reading and Writing, 24, 517-544

Neugebauer, Rak, S., & Currie-Rubin, R. (2009). Read-alouds in Calca, Peru: A bilingual indigenous context. The Reading Teacher, 62, 5, 396-405.

Neugebauer, Rak, S. (2008). Editor’s review of Double the Work and The Language Demands of School. Harvard Educational Review, 1, 252-263.


Daly, E. J., III, Neugebauer, S. R., Chafouleas, S. M., & Skinner, C. H. (2015). Interventions for Reading Problems: Designing and Evaluating Effective Strategies (2nd Ed.) New York, NY: Guilford Press.

Villegas, M., Neugebauer, Rak, S., Venegas, K. (2008). Indigenous Knowledge and Education: Sites of Struggle, Strength and Survivance. Cambridge, MA: Harvard Educational Publishing Group.


 Neugebauer, S.R, & Heineke, A. (2016). Literacy Assessments for Linguistically Diverse Students. In M. Hughes & E. Talbott (Eds.). The Handbook of Research on Diversity in Special Education. John Wiley and Sons, Inc.

Coyne, M., Neugebauer, S.R., & Ware, S., McCoach, D., & Madura, J. (2015). Vocabulary and its role in early comprehension development.  In A. D-P.,  S. Gear, & A. V. Klech (Eds.), Developing Early Comprehension: Laying the Foundation for Reading. Baltimore, MD: Brookes Publishing.