Byeong-Young Cho

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Byeong-Young Cho

Byeong-Young Cho

University of Pittsburgh
5114 Wesley W. Posvar Hall
230 South Bouquet Street
Pittsburgh, PA 15260
Phone: 412-648-5010


I am an Associate Professor of Language, Literacy, and Culture in the Department of Instruction and Learning at the University of Pittsburgh and a Research Scientist at Pitt’s Learning Research and Development Center (LRDC). Before joining the faculty at Pitt in September 2015, I worked as an Assistant professor of Education at Iowa State University between August 2011-May 2015. I received my Ph.D. from the Department of Curriculum and Instruction with a specialization in Reading Education at the University of Maryland, College Park, in August 2011. My dissertation study on adolescents’ strategic reading in an online inquiry task, which was supported by the National Academy of Education Adolescent Literacy Fellowship, received the Outstanding Dissertation Award from the International Literacy Association (formerly International Reading Association). Prior to attending the University of Maryland, I worked as a research fellow at Korea University's National Center for Subject Matter Education and as a teacher of language arts at secondary schools in Seoul, Korea. I earned my B.A. and M.Ed. from Korea University.

I situate myself theoretically at the intersection of reading comprehension and new literacies, and methodologically as a mixed-methods researcher. I have sought to build a cohesive program of research focusing on adolescents’ reading and critical learning in multisource digital-text environments. I am motivated to challenge the conventional notion of reading competence as a limited set of single-text processing skills and therefore rethink it as a configuration of the cognitive, metacognitive, and epistemological abilities and mindsets for learning with multiple sources. I seek to build a foundational understanding of the processes and factors involved in such multisource reading and, thereby, examine the application of such scientific knowledge in the teaching and learning of reading competence in the digital age. I believe this work has significant implications for educational theory, policy and practice, especially at a time when new forms of text and new literacy practices abound.

Currently, I am co-leading various research projects, such as middle school learners' historical reasoning through multisource text inquiry, evidence-centered design for assessing core digital literacy skills, and metacognitively oriented digital literacy intervention for high school learners. I have disseminated my work in both scholarly and practitioner journals. My work appears in high-impact research journals such as Cognition and Instruction, Reading Research Quarterly, and American Educational Research Journal, as well as leading practitioner journals such as The Reading Teacher, Journal of Adolescent and Adult Literacy, and The Social Studies. My work is featured in leading edited collections in literacy, including Handbook of Reading Research and Handbook of Research on Reading Comprehension. I present my work regularly at national and international conferences, including the American Educational Research Association and the Literacy Research Association.

Informed by research, my teaching centers on theoretical perspectives as well as pedagogical practices in reading and literacy. Here at Pitt, I teach IL 3015 Theoretical Perspectives in Language, Literacy, & Culture II for doctoral students in LLC, IL 2219 Disciplinary Literacy for reading specialists and masters, and Directed Studies on issues in literacy education.

School Affiliations

Recent Grants

  • Cho, B-Y., & Fraundorf, S. (July 2018-June 2020). Examining How Metacognitive Knowledge Intervention Can Facilitate Digital Literacy: An Experimental Study of High School Learners. LRDC Internal Research Award
  • Ok, H., Cho, B-Y., Seo, S., Kim, J., & Kim, J-Y. (November 2016-October 2019). Development of an assessment prototype for the cognitive domain of digital literacy. Grant funded by the Ministry of Education of the Republic of Korea and National Research Foundation of Korea (NRF-2016S1A5A2A03926657).
  • Cho, B-Y., & Rainey, E. (January 2018). Promoting Disciplinary Literacy and Learning through Multisource Text Inquiries: An Instructional Study of Middle School Learners. Spencer Small Research Grant
  • Cho, B-Y. w/ Kucan, L. & Rainey, E. (January-December 2018). Digital citizens think critically: Engaging students in learning through interactive digital sources. Mitroff Research Award.

Recent Publications