Sabina Neugebauer

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.

Education

• Doctor of Education (Ed.D.) Harvard University Graduate School of Education (2005 — 2011)
• Master of Education (M.Ed.) Harvard Graduate School of Education (2004 — 2005)

Research Interests

• Literacy
• Motivation
• Vocabulary

Courses Taught

• Foundations of Language Teaching: Meeting the Needs of English Language Learners
• Learning to Read

Selected Publications

Hunter, L.J., DiPerna, J.C., Hart, S.C., Neugebauer, S., & Lei, P. (2022). Examining teacher approaches to implementation of a classwide SEL program. Sch Psychol, 37(4), pp. 285-297. United States.

Gilmour, A.F., Neugebauer, S.R., & Sandilos, L.E. (2022). Moderators of the Association Between Teaching Students With Disabilities and General Education Teacher Turnover. EXCEPTIONAL CHILDREN, 88(4), pp. 401-420.

Neugebauer, S.R., Han, I., Fujimoto, K.A., & Ellis, E. (2022). Using National Data to Explore Online and Offline Reading Comprehension Processes. READING RESEARCH QUARTERLY. doi: 10.1002/rrq.459

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.

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.

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.

Neugebauer, S.R., Ellis, E., & Coyne, M. (2021). Making Personal Connections to Words to Increase Early Childhood Vocabulary Learning. Reading Teacher.

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.