Sabina Rak Neugebauer
Biographic Data
| ID | 4089045 |
|---|---|
| NAME | Sabina Rak Neugebauer |
| GIVEN NAMES | Sabina Rak |
| FAMILY NAME | Neugebauer |
| SIGNATURE | NEUGEBAUER S R |
| AFFILIATIONS | Temple University |
| ORCID | 0000-0002-9498-8966 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Preschool Teachers’ Metalinguistic Talk During Storybook Reading: Vocabulary Transfer and Messages for Word Learning
Student vocabulary size in preschool predicts later literacy outcomes. With many words to master, effective preschool teaching must not only focus on specific words but also on word-learning strategies, with metalinguistic awareness being one strategy. Research supports metalinguistic instruction in upper elementary grades, but few studies explore preschool metalinguistic teacher talk. Research Findings: This study analyzed nine teachers’ use of …
Aligning Pre-Service and In-Service Teacher Professional Development to Support Multilingual Learners of English in Elementary Schools
Teachers enter increasingly linguistically diverse classrooms, and report being ill-prepared to support the learning of multilingual learners of English (MLEs) in the early grades. This study explored the potential of a dual-pathway approach where paired in-service mentors and pre-service mentees are provided with aligned and synchronized professional development (PD) content on effective practice for MLEs. The efficacy of this approach was explo…
Multimodal Simultaneous Analysis: Methodology for synchronously analyzing multimodal pedagogical events
Purpose This article describes Multimodal Simultaneous Analysis, a social semiotic approach designed to synchronously analyze multiple modes (visual, oral, textual, gestural) of data simultaneously to understand how they transact, interact and play in concert. Design/methodology/approach Multimodal Simultaneous Analysis is a social semiotic approach that extends existing multimodal methodologies by coordinating analysis of moment-to-moment multim…
Teacher gestures bridge meaning: Unpacking teacher gesture in storybook read alouds to support vocabulary
Using National Data to Explore Online and Offline Reading Comprehension Processes
Despite the common and growing use of and instruction on digital reading in schools, the ways in which reading comprehension may operate differently in paper and online environments are still underexplored. Using publicly available national datasets, we explore similarities and differences in how varied comprehension processes relate to each other in these spaces. Analyses using a Bayesian unidimensional graded response model found that paper‐bas…
Reframing adherence: Active ingredients and impromptu interactions that support vocabulary implementation effectiveness
“I Know How to Read and All, but . . .”: Disciplinary Reading Constructions of Middle School Students of Color
This study explores the disciplinary literacy perspectives of middle school students of color attending urban parochial schools and the reader subject positions they took up across content-area classrooms. Qualitative analysis of 19 student interviews and accompanying observations of subject-area classes revealed that students’ constructions of reading, circumscribed by classroom literacy activities, inhibited discipline-specific reading subject …
The ups and downs of reading across content areas: The association between instruction and fluctuations in reading motivation
A major component of reading in subject areas is motivation to engage with text in different and specific ways. Yet, scant research captures fluctuations in adolescents’ daily reading motivation in subject areas or across diverse reading activities: important information for supporting discipline-specific reading performance. Thus, this study captures adolescents’ fluctuations in reading motivation within and across classroom environments and exp…
A General Bayesian Multidimensional Item Response Theory Model for Small and Large Samples
Although item response theory (IRT) models such as the bifactor, two-tier, and between-item-dimensionality IRT models have been devised to confirm complex dimensional structures in educational and psychological data, they can be challenging to use in practice. The reason is that these models are multidimensional IRT (MIRT) models and thus are highly parameterized, making them only suitable for data provided by large samples. Unfortunately, many e…
Linguistic and social cues for vocabulary learning in Dual Language Learners and their English-only peers
Exploring Associations Among Writing Self-Perceptions, Writing Abilities, and Native Language of English-Spanish Two-Way Immersion Students
The current study, with 409 fourth graders in two-way immersion programs, explored the writing self-perceptions of native English and native Spanish speakers and the relationship between self-perceptions and writing performance. An adapted version of the Writer Self-Perception Scale (WSPS) was administered along with a writing task. Native English speakers reported higher English writing self-perceptions than native Spanish speakers. However, nat…
A New Measure to Assess Linguistic Self-Esteem in Adolescent Latino Bilinguals
Present conceptualizations and measures of self-esteem do not account for linguistic self-esteem, an aspect of the self specifically relevant for bilingual students. This study examines the utility of a newly developed measure of linguistic self-esteem. This novel measure is compared with a commonly used self-esteem measure, two standardized language proficiency measures, and student think-aloud interviews to identify the unique contribution of a…
A New Measure to Assess Linguistic Self-Esteem in Adolescent Latino Bilinguals
Present conceptualizations and measures of self-esteem do not account for linguistic self-esteem, an aspect of the self specifically relevant for bilingual students. This study examines the utility of a newly developed measure of linguistic self-esteem. This novel measure is compared with a commonly used self-esteem measure, two standardized language proficiency measures, and student think-aloud interviews to identify the unique contribution of a…
Exploring Associations Among Writing Self-Perceptions, Writing Abilities, and Native Language of English-Spanish Two-Way Immersion Students
The current study, with 409 fourth graders in two-way immersion programs, explored the writing self-perceptions of native English and native Spanish speakers and the relationship between self-perceptions and writing performance. An adapted version of the Writer Self-Perception Scale (WSPS) was administered along with a writing task. Native English speakers reported higher English writing self-perceptions than native Spanish speakers. However, nat…
Linguistic and social cues for vocabulary learning in Dual Language Learners and their English-only peers
“I Know How to Read and All, but . . .”: Disciplinary Reading Constructions of Middle School Students of Color
This study explores the disciplinary literacy perspectives of middle school students of color attending urban parochial schools and the reader subject positions they took up across content-area classrooms. Qualitative analysis of 19 student interviews and accompanying observations of subject-area classes revealed that students’ constructions of reading, circumscribed by classroom literacy activities, inhibited discipline-specific reading subject …
The ups and downs of reading across content areas: The association between instruction and fluctuations in reading motivation
A major component of reading in subject areas is motivation to engage with text in different and specific ways. Yet, scant research captures fluctuations in adolescents’ daily reading motivation in subject areas or across diverse reading activities: important information for supporting discipline-specific reading performance. Thus, this study captures adolescents’ fluctuations in reading motivation within and across classroom environments and exp…
A General Bayesian Multidimensional Item Response Theory Model for Small and Large Samples
Although item response theory (IRT) models such as the bifactor, two-tier, and between-item-dimensionality IRT models have been devised to confirm complex dimensional structures in educational and psychological data, they can be challenging to use in practice. The reason is that these models are multidimensional IRT (MIRT) models and thus are highly parameterized, making them only suitable for data provided by large samples. Unfortunately, many e…
Reframing adherence: Active ingredients and impromptu interactions that support vocabulary implementation effectiveness
Using National Data to Explore Online and Offline Reading Comprehension Processes
Despite the common and growing use of and instruction on digital reading in schools, the ways in which reading comprehension may operate differently in paper and online environments are still underexplored. Using publicly available national datasets, we explore similarities and differences in how varied comprehension processes relate to each other in these spaces. Analyses using a Bayesian unidimensional graded response model found that paper‐bas…
Teacher gestures bridge meaning: Unpacking teacher gesture in storybook read alouds to support vocabulary
Preschool Teachers’ Metalinguistic Talk During Storybook Reading: Vocabulary Transfer and Messages for Word Learning
Student vocabulary size in preschool predicts later literacy outcomes. With many words to master, effective preschool teaching must not only focus on specific words but also on word-learning strategies, with metalinguistic awareness being one strategy. Research supports metalinguistic instruction in upper elementary grades, but few studies explore preschool metalinguistic teacher talk. Research Findings: This study analyzed nine teachers’ use of …
Aligning Pre-Service and In-Service Teacher Professional Development to Support Multilingual Learners of English in Elementary Schools
Teachers enter increasingly linguistically diverse classrooms, and report being ill-prepared to support the learning of multilingual learners of English (MLEs) in the early grades. This study explored the potential of a dual-pathway approach where paired in-service mentors and pre-service mentees are provided with aligned and synchronized professional development (PD) content on effective practice for MLEs. The efficacy of this approach was explo…
Multimodal Simultaneous Analysis: Methodology for synchronously analyzing multimodal pedagogical events
Purpose This article describes Multimodal Simultaneous Analysis, a social semiotic approach designed to synchronously analyze multiple modes (visual, oral, textual, gestural) of data simultaneously to understand how they transact, interact and play in concert. Design/methodology/approach Multimodal Simultaneous Analysis is a social semiotic approach that extends existing multimodal methodologies by coordinating analysis of moment-to-moment multim…
Psychology (8 works) · Computer Science (7 works) · Linguistics (7 works) · Mathematics education (7 works) · Literacy (5 works) · Reading and Literacy Development (5 works) · EFL/ESL Teaching and Learning (4 works) · Pedagogy (4 works) · Vocabulary (4 works) · Artificial Intelligence (2 works)