Faculty and Staff Directory
Dr. Neugebauer’s research focuses on the language and literacy development of traditionally underserved students in under-performing elementary and middle schools. Her research uses an interdisciplinary approach to improve educational practice through empirical studies that draw from intersecting fields, including educational psychology, curriculum development, and instrument design. Her research aims to identify prominent sources of reading differences between learners, evaluate classroom programs and practices that address areas of need, and design assessments that help schools and school stakeholders to increase their use of evidence-based practices that will support literacy development school-wide.
Dr. Neugebauer has conducted experimental evaluations of vocabulary interventions to improve reading in bilingual settings, multi-tiered contexts, and digital environments. Using longitudinal methods, she has identified and tracked motivational factors that influence text comprehension and developed novel measures to capture dynamic understandings of students’ motivation to read. Presently, Dr. Neugebauer is conducting a study on the role of teacher discourse in promoting students’ strategic and engaged word learning.
Dr. Neugebauer was previously an Institute of Education Sciences fellow as well as the Richard Tucker Fellow for the Center for Applied Linguistics. She has presented at international and national conferences dedicated to reading development and has published in journals including the Reading Teacher, Reading Psychology, Harvard Educational Review, Learning and Individual Difference, Journal of Educational Research, and the Journal of School Psychology, among others. She is a co-editor of the book Indigenous Knowledge: Sites of Struggle Strength and Survivance published by the Harvard Education Press and is a co-author of Interventions for Reading Problems: Designing and Evaluating Effective Strategies published by Guilford Press. Dr. Neugebauer has taught and collaborated with teachers across multiple settings including elementary and middle school classrooms, in the U.S. and abroad.
- Ed.D., Harvard University, Cambridge, MA
- Secondary Education
- Elementary Education
- Teacher Preparation
- Language and literacy development of linguistically diverse learners
- Vocabulary interventions
- Adolescent reading motivation and engagement
- Instrument design
Professional & Community Affiliations
- American Educational Research Association (AERA)
- American Psychological Association (APA)
- International Reading Association (IRA)
- College Instructors of Reading Professionals (CIRP)
- Illinois Reading Council (IRC)
- Society for Research in Child Development (SRCD)
- Society for the Scientific Study of Reading (SSSR)
- CIEP 359: Teaching Reading: Elementary
- CIEP 362 Literacy Instruction in Content Areas
- CIEP 423 Advanced Literacy Instruction in Content Areas
- CIEP 452: Theoretical Foundations of Reading
- TLSC 300/400: Professional Learning Communities, Secondary
- TLSC 440 Language and Literacy for Diverse Students
- TLSC 441 Using Classroom Data in a Collaborative
Environment to Advance Student Achievement.
- TLSC 442 Discipline-Specific Literacy for Diverse Students
- Faculty Summer Research Fellowship Loyola University Chicago (2016)
- Stimulating Multidisciplinary Research, Loyola University Chicago - Co-PI (2015-2016)
- Faculty Summer Research Fellowship Loyola University Chicago (2014)
- Institute of Education Sciences (IES) Postdoctoral Fellow (2011-2013)
- Jeanne Chall Literacy Grant (2010)
- Center for Applied Linguistics G. Richard Tucker Fellow, Washington, D.C. (2009-2010)
- David Rockefeller Center for Latin American Studies Summer Grant (2006-2010)
- Michael Crichton Fellowship, Department of Social Medicine, Harvard Medical School (2009)
IN REFEREED JOURNALS:
- Neugebauer, S.R., & Coyne, M (accepted with minor revision). Teaching beyond the Intervention: The Contribution of Teacher Language Extensions to Vocabulary Learning in Urban Kindergarten Classrooms. Reading and Writing
- Neugebauer, S.R. (in press). Assessing Situated Reading Motivations across Content Areas: A Dynamic Literacy Motivation Instrument. Assessment for Effective Intervention.
- 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 & Writing, DOI: 10.1007/s11145-009-9218-2.
- 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. (in press). 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.