Assistant Professor of Instruction and Learning, University of Pittsburgh School of Education
Research Scientist, Learning Research & Development Center
- New literacies
- Reading comprehension
- Reading assessment
- Higher order thinking in reading
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.
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.
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.
Cho, B.-Y., & Woodward, L. (2014). An examination of two pre-service secondary English teachers identifying Internet sources as classroom texts. Literacy Research Association Yearbook, 63, 308-325.
Cho, B.-Y. (2014). Competent adolescent readers' use of Internet reading strategies: A think-aloud study. Cognition and Instruction, 32(3), 253-289. doi: 10.1080/07370008.2014.918133.
Afflerbach, P., Cho, B.-Y., Kim, J-Y., Crassas, M. E., & Doyle, B. (2013). Reading: What else matters besides strategies and skills? The Reading Teacher, 66(6), 440-448. doi: 10.1002/TRTR.1146.
Cho, B.-Y. (2013). Adolescents' constructively responsive reading strategy use in a critical Internet reading task. Reading Research Quarterly, 48(4), 329-332. doi:10.1002/rrq.49.
Cho, B.-Y. (2012). A review of research on adolescent readers’ Internet reading strategy use (??? ??? ??? ?? ?? ??? ?? ?? ??). Korean Language Education Research, 44, 483-515.
Cho, B.-Y. (2011). Implications of theory of construct validity and consequential validity for interpreting and using reading assessment (?????? ????? ??? ?? ??? ??? ??? ?? ??).
Cho, B.-Y. (2007). Metacognitve reading strategies in Internet environments: Evidence from think-aloud studies (??? ????? ???? ?? ??: ?? ?? ?????? ???). Korean Language Education, 124, 281-316.
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.
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