S. Neugebauer

发表

Exploring an Ecological Model of Perceived Usability Within a Multi-Tiered Vocabulary Intervention

Sandra M. Chafouleas, Michael D. Coyne, D. B. McCoach, 2016 .

Highly Potent and Vastly Conditional Instructional Practices: Variations in Use and Utility of Language Interactions for Kindergarten

Michael D. Coyne, D. B. McCoach, Lia E. Sandilos, 2020 .

Exploring conceptions of reading risk and program-specific literacy outcomes for Spanish speakers in dual language and English-medium programs

Elizabeth R. Howard, S. Neugebauer, 2021 .

Reading Assessment Practices for Linguistically Diverse Students at Risk of Developing Language and Literacy Difficulties

Amy J. Heineke, S. Neugebauer, 2017 .

The ups and downs of reading across content areas: The association between instruction and fluctuations in reading motivation.

Allison F. Gilmour, S. Neugebauer, 2020 .

Assessing Situated Reading Motivations Across Content Areas: A Dynamic Literacy Motivation Instrument

S. Neugebauer, 2017 .

A Collaborative Model to Support K-12 Pre-Service Teachers’ Data-Based Decision Making in Schools: Integrating Data Discussions across Stakeholders, Spaces, and Subjects

D. Morrison, S. Neugebauer, V. Karahalios, 2020 .

“I Know How to Read and All, but . . .”: Disciplinary Reading Constructions of Middle School Students of Color

E. Blair, S. Neugebauer, 2020 .

Context-Specific Motivations to Read for Adolescent Struggling Readers: Does the Motivation for Reading Questionnaire Tell the Full Story?

S. Neugebauer, 2014 .

Social–Emotional Learning for Whom? Implications of a Universal SEL Program and Teacher Well-being for Teachers’ Interactions with Students

Lia E. Sandilos, J. DiPerna, S. Neugebauer, 2022, School Mental Health.

Read‐Alouds in Calca, Peru: A Bilingual Indigenous Context

S. Neugebauer, Rachel Currie-Rubin, 2009 .

Making Personal Connections to Words to Increase Early Childhood Vocabulary Learning

Michael D. Coyne, S. Neugebauer, Emmaline Ellis, 2021, The Reading Teacher.

Assessing influences on intervention implementation: revision of the usage rating profile-intervention.

Sandra M. Chafouleas, T. C. Riley-Tillman, A. Briesch, 2013, Journal of school psychology.

Indigenous knowledge and education

Malia Villegas, S. Neugebauer, Kerry R. Venegas, 2008 .

Reframing adherence: Active ingredients and impromptu interactions that support vocabulary implementation effectiveness

Michael D. Coyne, S. Neugebauer, Sharon M. Ware, 2021 .

Usage Rating Profile--Intervention; Revised

Sandra M. Chafouleas, T. C. Riley-Tillman, A. Briesch, 2018 .

Moderators of the Association Between Teaching Students With Disabilities and General Education Teacher Turnover

Lia E. Sandilos, Allison F. Gilmour, S. Neugebauer, 2022, Exceptional Children.

Improving comprehension online: effects of deep vocabulary instruction with bilingual and monolingual fifth graders

Catherine E. Snow, Bridget Dalton, Paola Uccelli, 2011 .

Interventions for Reading Problems: Designing and Evaluating Effective Strategies

Christopher H. Skinner, Sabina Rak Neugebauer, Sandra M. Chafouleas, 2004 .

Exploring multidimensionality and mediation in the roles of lexical knowledge in reading comprehension for spanish-speaking language minority learners

Elizabeth R. Howard, Michael J. Kieffer, S. Neugebauer, 2015 .

A Focus on School-Based Assessments of Reading Motivation Constructs

Ken A. Fujimoto, S. Neugebauer, 2020 .

Social Sources of Teacher Self-Effcacy: The Potency of Teacher Interactions and Proximity to Instruction

James P. Spillane, Megan Hopkins, S. Neugebauer, 2019, Teachers College Record: The Voice of Scholarship in Education.

Using National Data to Explore Online and Offline Reading Comprehension Processes

Ken A. Fujimoto, Insook Han, S. Neugebauer, 2022, Reading Research Quarterly.

Barriers to Language Acquisition

S. Neugebauer, 2002 .

Stable or situated understandings of adolescent reading engagement across readers and raters

S. Neugebauer, 2016 .

Linguistic and social cues for vocabulary learning in Dual Language Learners and their English-only peers

D. Betsy McCoach, Perla B. Gámez, Sabina Rak Neugebauer, 2017 .

Teaching beyond the intervention: the contribution of teacher language extensions to vocabulary learning in urban kindergarten classrooms

Michael D. Coyne, Betsy McCoach, S. Neugebauer, 2017 .

Teaching beyond the intervention: the contribution of teacher language extensions to vocabulary learning in urban kindergarten classrooms

Michael D. Coyne, Betsy McCoach, S. Neugebauer, 2016, Reading and Writing.

Navigating into, through, and beyond the middle grades: the role of middle grades attendance in staying on track for high school graduation.

Michael J. Kieffer, William H. Marinell, S. Neugebauer, 2014, Journal of school psychology.

Distinct and Overlapping Dimensions of Reading Motivation in Commonly Used Measures in Schools

Ken A. Fujimoto, S. Neugebauer, 2020, Assessment for Effective Intervention.

Moving Towards Biliteracy: Varying Paths of Bilingual Writers in Two-Way Immersion Programs

Elizabeth R. Howard, Sabina Rak Neugebauer, S. Neugebauer, 2015 .

A Daily Diary Study of Reading Motivation inside and outside of School: A Dynamic Approach to Motivation to Read.

S. Neugebauer, 2013 .

Indigenous Knowledge and Education: Sites of Struggle, Strength, and Survivance.

Malia Villegas, S. Neugebauer, Kerry R. Venegas, 2008 .

Examining teacher approaches to implementation of a classwide SEL program.

Leah J. Hunter, Pui‐wa Lei, J. DiPerna, 2022, School psychology.

A New Measure to Assess Linguistic Self-Esteem in Adolescent Latino Bilinguals

S. Neugebauer, 2011 .

A General Bayesian Multidimensional Item Response Theory Model for Small and Large Samples

Ken A. Fujimoto, Sabina Rak Neugebauer, S. Neugebauer, 2020, Educational and psychological measurement.

41 Teachers, 41 Different Ways

Leah J. Hunter, Lia E. Sandilos, J. DiPerna, 2023, The Elementary School Journal.

Unpacking K-12 Teachers' Understandings of Academic Language

Amy J. Heineke, S. Neugebauer, 2020 .

The Complexity of Language and Learning: Deconstructing Teachers' Conceptions of Academic Language

Amy J. Heineke, S. Neugebauer, 2018 .