Faculty and Staff Directory
Title/s: Assistant Professor
Specialty Area: Educational Psychology, Language and Literacy Development, Instrument Design, Teacher Preparation
Office #: Lewis Towers 1146, WTC
CV Link: Neugebauer-CV
Dr. Neugebauer’s research focuses on the language and literacy development of linguistically diverse students from childhood through adolescence. Her research aims to identify linguistic and affective factors that influence students’ reading comprehension for the purpose of improving the literacy outcomes of students in traditionally underserved schools. Neugebauer’s research uses an interdisciplinary approach to solve problems of practice through empirical studies that draw from intersecting fields including educational psychology, instrument design, and adolescent literacy.
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. To more accurately and validly capture efficacious student learning in situ, she has designed and validated several measures that address contextual factors that influence students’ motivation and engagement with text, as well as teachers adoption of reading related interventions. Presently, Dr. Neugebauer is conducting two studies, using data supported by an Institute of Education Sciences fellowship. The first, explores the development of an instrument to measure daily reading motivation across the content areas and the second investigates 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, 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 the forthcoming edition of Interventions for Reading Problems: Desiging 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
- 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 362 Literacy Instruction in Content Areas
- CIEP 423 Advanced Literacy Instruction in Content Areas
- CIEP 359 Teaching Reading in the Elementary School
- TLSC 440 Language and Literacy for Diverse Students:
Teaching and Assessing Culturally and Linguistically
- TLSC 441 Using Classroom Data in a Collaborative Environment
to Advance Student Achievement.
- TLSC 442 Discipline-Specific Literacy for Diverse Students:
Teaching and Assessing Culturally and Linguistically
- Faculty Summer Research Fellowship Loyola University Chicago (2014)
- Institute of Education Sciences (IES) Postdoctoral Fellow (2011-2013)
- Jeanne Chall Literacy Travel Grant (2010)
- Center for Applied Linguistics Tucker Fellow (2009-2010)
- David Rockefeller Center for Latin American Studies Summer Grant (2006-2010)
- Michael Crichton Fellowship, Department of Social Medicine, Harvard Medical School (2009)
- Coyne, M., Neugebauer, S.R., & Ware, S. (in press). Vocabulary and its role in early comprehension development. In A. D-P., S. Gear, & A. V. Klech (Eds.), Pre-Reader Comprehension: An Essential Building Block to Becoming a Successful Reader. Baltimore, MD: Brookes Publishing
- *Kieffer, M., Marinell, W., Neugebauer, S. (Accepted). 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, 51, 81-96.
*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
- Daly, E. J., III, Neugebauer, S. R., Chafouleas, S. M., & Skinner, C. H. (2014). Interventions for Reading Problems: Designing and Evaluating Effective Strategies (2nd Ed.) New York, NY: Guilford Press.
- 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. (2012). Editor’s Review of Double the Work and The Language Demands of School in Adolescent Literacy (Eds). I. Jacy, J. Steele, & J. Samson. Harvard Educational Press: Cambridge, MA.
- 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.
- Neugebauer, Rak, S., & Currie-Rubin, R.(2009). Read-alouds in Calca, Peru: A bilingual indigenous context. The Reading Teacher, 62, 5, 396-405
- Villegas, M., Neugebauer, Rak, S., Venegas, K. (2008). Indigenous Knowledge and Education: Sites of Struggle, Strength and Survivance. Cambridge, MA: Harvard Educational Publishing Group.