Sabina R. Neugebauer, Ph.D.
Affiliations: | Harvard University, Cambridge, MA, United States |
Area:
Early literacy, bilingual language developmentGoogle:
"Sabina Neugebauer"Parents
Sign in to add mentor| Catherine E. Snow | grad student | 2011 | Harvard | |
| (A Reader, Inside and Out: Exploring More Ecologically Valid Understandings of Reading Motivation.) | ||||
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Publications
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| Neugebauer SR, Blair EE. (2020) “I Know How to Read and All, but . . .”: Disciplinary Reading Constructions of Middle School Students of Color: Journal of Literacy Research. 52: 316-340 |
| Neugebauer SR, Gilmour AF. (2020) The ups and downs of reading across content areas: The association between instruction and fluctuations in reading motivation. Journal of Educational Psychology. 112: 344-363 |
| Neugebauer S, Sandilos L, Coyne M, et al. (2019) Highly Potent and Vastly Conditional Instructional Practices: Variations in Use and Utility of Language Interactions for Kindergarten Early Education and Development. 31: 541-560 |
| Neugebauer SR, Fujimoto KA. (2018) Distinct and Overlapping Dimensions of Reading Motivation in Commonly Used Measures in Schools Assessment For Effective Intervention. 153450841881979 |
| Neugebauer SR, Gámez PB, Coyne MD, et al. (2017) Promoting Word Consciousness to Close the Vocabulary Gap in Young Word Learners The Elementary School Journal. 118: 28-54 |
| Gámez PB, Neugebauer SR, Coyne MD, et al. (2017) Linguistic and social cues for vocabulary learning in Dual Language Learners and their English-only peers Early Childhood Research Quarterly. 40: 25-37 |
| Neugebauer SR. (2016) Assessing Situated Reading Motivations Across Content Areas: A Dynamic Literacy Motivation Instrument Assessment For Effective Intervention. 42: 131-149 |
| Neugebauer SR, Chafouleas SM, Coyne MD, et al. (2016) Exploring an Ecological Model of Perceived Usability Within a Multi-Tiered Vocabulary Intervention Assessment For Effective Intervention. 41: 155-171 |
| Neugebauer S. (2016) Stable or situated understandings of adolescent reading engagement across readers and raters The Journal of Educational Research. 109: 391-404 |
| Neugebauer S, Coyne M, McCoach B, et al. (2016) Teaching beyond the intervention: the contribution of teacher language extensions to vocabulary learning in urban kindergarten classrooms Reading and Writing. 30: 543-567 |