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Byeong-Young Cho

Associate Professor, University of Pittsburgh School of Education

Research Scientist, Learning Research & Development Center

Research Interests

  • Digital Literacies
  • Multisource Text Comprehension
  • Higher Order Thinking in Reading
  • Verbal Data Analysis

Kucan, L., Rainey, E., & Cho, B-Y. (2019). Engaging middle school students in disciplinary literacy through culturally relevant historical inquiry. Journal of Adolescent and Adult Literacy, 1-13.

Cho, B-Y., Han, H., & Kucan, L. (2018) An exploratory study of middle-school-learners' historical reading in an internet environment. Reading and Writing: An Interdisciplinary Journal, 31(7). 1525-1549.

Song, K., & Cho, B-Y. (2018). Exploring bilingual adolescents' translanguaging strategies during online reading. International Journal of Bilingual Education and Bilingualism, 21(5).

Cho, B-Y., Woodward, L., & Li, D. (2018). Epistemic processing when adolescents read online: A verbal protocol analysis of more and less successful online readers. Advance Online Publication, Reading Research Quarterly 53(2) , 197-221

Cho, B-Y., Afflerbach, P., & Han, H. (2018). Strategic processing in accessing, comprehending, and using multiple sources. In J. Braasch, I. Bråten, & M. McCrudden (Eds.), Handbook of multiple source use. London, UK: Routledge.

Kucan. L., & Cho, B-Y. (2018). Were there any black people in Johnstown?: An investigation of culturally relevant pedagogy in service of supporting disciplinary literacy learning in history. Urban Education, 1-28. DOI: 10.1177/0042085918804011.

Kim, J-Y., Seo, S-H., Kim, J-Y., Cho, B-Y., Kim, I-S., & H-J, Ok. (2018). Developing assessment factors for cognitive domain of digital literacy. Journal of CheongRam Korean Language Education, 66, 133-166.

Kucan, L., Cho, B-Y., & Han, H. (2017). Introducing the historical thinking practice of contextualizing to middle school students. The Social Studies. 1-9.

Kim, J-Y., Seo, S., Kim, I, Cho, B-Y., Kim, J., Ryu, S., Kim, H., Oh, E., & Ok, H. (2017). A preliminary exploration for the development of digital literacy assessment focused on cognitive domain. Journal of CheongRam Korean Language Education, 62, 7-39.

Seo, S., & Cho, B-Y. (2017). The influence of literacy sponsors on elementary-school students’ digital literacy engagement. Journal of Reading Research, 43, 243-270. DOI: 10.17095/JRR.2017.43.9.

Li, D., Cho, B-Y., & Beecher, C. (2017). Examining the reading of information text in 4th-grade classrooms and its relationship with students’ reading performance. Reading Psychology.

Cho, B-Y. & Afflerbach, P. (2017). An evolving perspective of constructively responsive reading comprehension strategies in multilayered digital text environments. In S. Israel (Ed.), Handbook of Research on Reading Comprehension, Second Edition (pp. 109-134). New York, NY: Guilford Publications.

Cho, B-Y., Woodward, L., Barlow, W., & Li, D. (2017). Examining adolescents’ strategic processing during online reading with a question-generating task. Advance Online Publication, American Educational Research Journal, 1-34.

Ok, H., Cho, B.-Y., Kim, J., Kim, J. Y., Koh, G., Oh, E., & Seo, S. (2016). A study of developing and validating an assessment of digital literacy attitudes. Korean Language Education, 152, 251-283.

Seo, S., Cho, B-Y., Kim, J., Kim, J. Y., Koh, G., Oh, E., & Ok, H. (2016). Korean elementary students’ digital literacy attitude. Korean Elementary Literacy Education, 61, 153-188.

Cho, B-Y. (2015). How a reader’s mind works in online reading. Proceedings of the First International Conference of the Korea Reading Association (pp. 125-133). Seoul, Korea: Korea Reading Association.

Afflerbach, P., Cho, B-Y., Kim, J., & Crassas, M. E. (2015). Best practices in literacy assessment. In L. Morrow (Ed.), Best practices in literacy instruction (6th ed.). New York, NY: Guilford.

Afflerbach, P., Cho, B.-Y., Crassas, M. E. & Kim, J.-Y. (2015). Best practices in reading assessment: Working toward a balanced approach. In L. B. Gambrell & L. M. Morrow (Eds.), Best practices in literacy instruction (5th ed., pp. 315-339). New York: Guilford.

Reynolds, R., Cho, B.-Y., & Hutchison, A. (2015). Cognitive processing and reading comprehension: Issues of theory, causality, and individual differences. In P. Afflerbach (Ed.), Handbook of individual differences in reading: Reader, text, and context. (pp. 364-376). New York: Routledge.

Cho, B.-Y., & Kim, J.-Y. (2015). A theoretical perspective on the problem of inaccuracy in reading situated within Internet contexts (인터넷 환경에서의 부정확성에 관한 이론적 고찰). Korean Language Education, 148. 367-397. [In Korean]

Cho, B.-Y., & Afflerbach, P. (2015). Reading on the Internet: Realizing and constructing potential texts. Journal of Adolescent and Adult Literacy, 58(6), 504-517. doi: 10.1002/jaal.387.

Afflerbach, P., Cho, B.-Y., & Kim, J.-Y. (2015). Conceptualizing and assessing higher order thinking in reading. Theory Into Practice, 54(3), 203-212. doi: 10.1080/00405841.2015.1044367

Afflerbach, P., Cho, B.-Y., & Kim, J-Y. (2014). Inaccuracy and reading in multiple text and Internet/hypertext environments. In D. Rapp & J. Braasch (Eds.), Processing inaccurate information: Theoretical and applied perspectives from cognitive science and the educational sciences (pp. 403-424). Cambridge, MA: MIT Press.

Cho, B.-Y. & Seo, S. (2014). A critical review of the Common Core State Standards for English language arts: Focused on the Reading strand (미국공통핵심기준의 가능성과 한계에 대한 비판적 고찰: 읽기 영역을 중심으로). Korean Language Education Research, 49(1), 625-656. [In Korean]

Cho, B.-Y., & Woodward, L. (2014). New demands of reading in the mobile Internet age. In C. Penny, D. McConatha, J. Schugar, & D. Bolton (Eds.), Mobile pedagogy and perspectives on teaching and learning (pp. 187-204). Hershey, PA: IGI Global. doi: 10.4018/978-1-4666-4333-8.ch011.

Byeong-Young Cho has been invited by the chair of the 2025 NAEP Reading Framework to serve on the Development Committee of the 2025 NAEP Reading Framework. Working with a group of reading/literacy experts across the nation, his responsibilities will be to envision the next generation of National Assessment of Educational Progress, working with a group of reading/literacy experts across the nation.

September 15, 2019

Kudos to Byeong-Young Cho, who was elected to the Board of Directors of the Literacy Research Association.

April 1, 2019

Byeong-Young Cho has received a research grant from the Spencer Foundation for his proposal entitled "Promoting Disciplinary Literacy and Learning through Multisource Text Inquiries: An Instructional Study of Middle School Learners."

June 15, 2018


LRDC Research Scientist and Assistant Professor, Education, Cho Byeong-Young, and co-PIs Hyounjin Ok, Ewha Woman’s University, & Insuk Kim, Korea Institute for Curriculum and Evaluation, have been awarded a new grant from the National Research Foundation of Korea for their project to develop a prototype assessment for the cognitive competence of digital literacy.

November 2016

KAERA Michael B. Salwen Scholar

AERA Committee on Scholars of Color in Education Early Career Scholar

ILA Outstanding Dissertation of the Year Award Winner

NAEd Adolescent Literacy Predoctoral Fellow

UMD Graduate School Summer Research Fellow

Byeong-Young Cho, LRDC Research Scientist and Assistant Professor, School of Education, was an Early Career Achievement in Research Award Nominee for the Iowa State University College of Human Sciences