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




ECED 3106

Literacy Foundations for the Primary Grades: First Grade through Fourth Grade


ECED 3298

Assessment in Early Childhood Education


ECED 5206

Literacy Foundations for the Primary Grades: First through Fourth


Selected Publications

  • 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

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

  • 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. & Fujimoto, K.A. (2018). Distinct and Overlapping Dimensions of Reading Motivation in Commonly Used Measures in Schools. Assessment for Effective Intervention. doi: 10.1177/1534508418819793

  • 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

  • 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., 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

  • 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

  • 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.