Byeong-Young Cho

I am an associate professor of literacy education in the Department of Instruction and Learning at the University of Pittsburgh's School of Education and a research scientist at Pitt’s Learning Research and Development Center (LRDC). I have been co-leading various research projects, such as middle school learners' historical reading through multisource text inquiries, evidence-centered design for assessing core digital literacy skills, and metacognitively oriented digital literacy intervention for high school learners. I have published my work 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 also featured in leading edited collections in literacy, including Handbook of Reading Research, Handbook of Research on Reading Comprehension, and Handbook of Multiple Source Use. I have presented my work regularly at national and international conferences such as the American Educational Research Association and the Literacy Research Association. 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

Cho, B-Y., Woodward, L., & Afflerbach, P. (in press). Qualitative approaches to the verbal protocol analysis of strategic processing. In D. Dinsmore, L. Fryer, & M. Parkinson (Eds.), Handbook of strategies and strategic processing: Conceptualization, intervention, measurement, and analysis. New York, NY: Routledge.
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. DOI: 10.1002/jaal.940.
Cho, B-Y. (in press). Examining the process of reading in media text environments: A methodological perspective. In E. Moje, P. Afflerbach, P. Enciso, & N. K. Lesaux (Eds.), Handbook of reading research (vol. 5). New York, NY: Routledge.
Cho, B-Y., Kucan, L., & Rainey, E. C. (in press). Students' perspective learning in a multisource task environment. In A. List, P. Van Meter, D. Lombadi, & P. Kendeou (Eds.), Handbook of Learning from Multiple Representations and Perspectives. New York, NY: Routledge.
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. DOI: 10.1007/s11145-018-9847-4
Byeong-Young Cho


University of Pittsburgh
5114 Wesley W. Posvar Hall
230 South Bouquet Street
Pittsburgh, PA 15260