Assessing influences on intervention implementation: Revision of the Usage Rating Profile-Intervention AM Briesch, SM Chafouleas, SR Neugebauer, TC Riley-Tillman Journal of school psychology 51 (1), 81-96, 2013 | 259 | 2013 |
Interventions for reading problems: Designing and evaluating effective strategies EJ Daly, S Neugebauer, SM Chafouleas, CH Skinner Guilford Publications, 2015 | 212 | 2015 |
Improving comprehension online: Effects of deep vocabulary instruction with bilingual and monolingual fifth graders CP Proctor, B Dalton, P Uccelli, G Biancarosa, E Mo, C Snow, ... Reading and Writing 24, 517-544, 2011 | 171 | 2011 |
Usage rating profile–Intervention (revised) SM Chafouleas, AM Briesch, SR Neugebauer, TC Riley-Tillman Storrs, CT: University of Connecticut, 2011 | 137 | 2011 |
Indigenous Knowledge and Education: Sites of Struggle, Strength, and Survivance. M Villegas, SR Neugebauer, KR Venegas Harvard Education Press, 2008 | 84 | 2008 |
A daily diary study of reading motivation inside and outside of school: A dynamic approach to motivation to read SR Neugebauer Learning and Individual Differences 24, 152-159, 2013 | 57 | 2013 |
Navigating into, through, and beyond the middle grades: The role of middle grades attendance in staying on track for high school graduation MJ Kieffer, WH Marinell, SR Neugebauer Journal of School Psychology 52 (6), 549-565, 2014 | 54 | 2014 |
Context-specific motivations to read for adolescent struggling readers: Does the motivation for reading questionnaire tell the full story? SR Neugebauer Reading Psychology 35 (2), 160-194, 2014 | 40 | 2014 |
Read‐alouds in Calca, Peru: A bilingual indigenous context SR Neugebauer, R Currie‐Rubin The Reading Teacher 62 (5), 396-405, 2009 | 39 | 2009 |
Teaching beyond the intervention: The contribution of teacher language extensions to vocabulary learning in urban kindergarten classrooms S Neugebauer, M Coyne, B McCoach, S Ware Reading and Writing 30, 543-567, 2017 | 35 | 2017 |
Usage rating profile–Assessment SM Chafouleas, FG Miller, AM Briesch, SR Neugebauer, TC Riley-Tillman Storrs, CT: University of Connecticut, 2012 | 34 | 2012 |
Social Sources of Teacher Self-Effcacy: The Potency of Teacher Interactions and Proximity to Instruction SR Neugebauer, M Hopkins, JP Spillane Teachers College Record 121 (4), 1-32, 2019 | 32 | 2019 |
Stable or situated understandings of adolescent reading engagement across readers and raters S Neugebauer The Journal of Educational Research 109 (4), 391-404, 2016 | 31 | 2016 |
Linguistic and social cues for vocabulary learning in Dual Language Learners and their English-only peers PB Gámez, SR Neugebauer, MD Coyne, DB McCoach, S Ware Early Childhood Research Quarterly 40, 25-37, 2017 | 30 | 2017 |
Assessing situated reading motivations across content areas: A dynamic literacy motivation instrument SR Neugebauer Assessment for Effective Intervention 42 (3), 131-149, 2017 | 29 | 2017 |
The ups and downs of reading across content areas: The association between instruction and fluctuations in reading motivation. SR Neugebauer, AF Gilmour Journal of Educational Psychology 112 (2), 344, 2020 | 28 | 2020 |
Promoting word consciousness to close the vocabulary gap in young word learners SR Neugebauer, PB Gámez, MD Coyne, DB McCoach, IT Cólon, S Ware The Elementary School Journal 118 (1), 28-54, 2017 | 24 | 2017 |
Exploring an ecological model of perceived usability within a multi-tiered vocabulary intervention SR Neugebauer, SM Chafouleas, MD Coyne, DB McCoach, AM Briesch Assessment for Effective Intervention 41 (3), 155-171, 2016 | 24 | 2016 |
Distinct and overlapping dimensions of reading motivation in commonly used measures in schools SR Neugebauer, KA Fujimoto Assessment for Effective Intervention 46 (1), 39-54, 2020 | 22 | 2020 |
The complexity of language and learning: Deconstructing teachers' conceptions of academic language AJ Heineke, SR Neugebauer Issues in Teacher Education 27 (3), 2018 | 20 | 2018 |