Eunsoo Cho
Biographic Data
| ID | 3655028 |
|---|---|
| NAME | Eunsoo Cho |
| GIVEN NAMES | Eunsoo |
| FAMILY NAME | Cho |
| SIGNATURE | CHO E |
| AFFILIATIONS | Michigan State University, East Lansing, USA |
| ORCID | 0000-0002-8828-484X |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Reading Motivation and Academic Emotions of Struggling Readers: A Mixed Methods Study
This mixed methods study explored reading mindsets among upper elementary students identified for supplemental reading instruction, examining how these mindsets relate to perceived competence and emotional experiences. Data were collected from 39 fourth and fifth grade students (48.7% female, 35.9% received free or reduced lunch, and 17.9% with an IEP) who were participants in a larger quasi-experimental intensive, Tier 2 reading intervention. Th…
Science Instruction for Students With Learning Disabilities: A National Survey of Elementary Special Education Teachers
Elementary students with learning disabilities (LDs) often have limited opportunities to learn science, and little is known about how special educators engage in science instruction. This study drew on a nationally representative survey of elementary special education teachers to describe their roles, preparedness, time allocation, and perceived barriers. Most teachers reported minimal discipline-specific preparation and felt less prepared to tea…
Comorbid Word Reading and Mathematics Computation Difficulty at Start of First Grade
The purpose of this analysis was to describe cognitive processes associated with comorbid difficulty between word reading (WR) and mathematics computation (MC) at the start of first grade among children selected for WR and MC delays. A sample of 234 U.S. children (mean age 6.50 years, SD = 0.31) was assessed on WR, MC, core cognitive processes (phonological processing, rapid automatized naming, verbal counting [VC]), and domain-general cognitive …
Academic language use in middle school informational writing
BACKGROUND: Learning to write the complex academic language (AL) associated with a discipline (like science) is a critical task in education, with middle school being a key developmental period. However, we need more research to guide how we assess students' learning to write AL, especially if we want to create assessment that guides more effective instruction. AIMS: We evaluated middle school students' informational writing for six different mea…
National Survey of 4th and 5th Grade Science Education Teachers: Insights Into Instruction and Inclusion of Students With Disabilities
Elementary science education, particularly in the 4th and 5th grades, is essential for setting the foundation for lifelong science learning, fostering critical thinking, and preparing students for success in science, technology, engineering, and mathematics (STEM) fields. This stage is especially critical for students with disabilities, as achievement gaps between them and their peers emerge during elementary school. Despite this importance, litt…
Between ethnic diversity and immigration: Perceptions toward immigrants in a globalizing world
This study examines how ethnic diversity and immigration at the national level influence individual perceptions toward immigrants in a cross-national context. Including both Western and non-Western countries, we specifically explore whether cumulative exposure to ethnic diversity and the current size of immigrants have dissimilar effects on individual perceptions. Results from multilevel regression analysis suggest that the level of ethnic divers…
Effects of parents’ early home language use on English reading growth of emergent bilinguals
First-grade multilingual students’ executive function profiles and links to English reading achievement and difficulties: A person-centered latent profile analysis
Forty Years of Reading Intervention Research for Elementary Students with or at Risk for Dyslexia: A Systematic Review and Meta‐Analysis
This meta‐analysis included experimental or quasi‐experimental intervention studies conducted between 1980 and 2020 that aimed to improve reading outcomes for Grade K‐5 students with or at risk for dyslexia (i.e., students with or at risk for word reading difficulties, defined as scoring at or below norm‐referenced screening or mean baseline performance thresholds articulated in our inclusion criteria). In all, 53 studies reported in 52 publicati…
Expanding assessment to instructionally relevant writing components in middle school
Comorbidity in Reading Comprehension and Word-Problem Solving Difficulties: Exploring Shared Risk Factors and Their Impact on Language Minority Learners
The purpose of this study was threefold: to examine unique and shared risk factors of comorbidity for reading comprehension and word-problem solving difficulties, to explore whether language minority (LM) learners are at increased risk of what we refer to as higher order comorbidity (reading comprehension and word-problem solving difficulties), and to examine the profiles of at-risk LM learners compared with at-risk non-LM learners. At-risk (LM n…
Dynamic Assessment for Identifying Spanish-Speaking English Learners’ Risk for Mathematics Disabilities: Does Language of Administration Matter
We examined dynamic assessment’s (DA’s) added value over traditional assessments for identifying Spanish-speaking English learners’ (ELs) risk for developing mathematics disabilities, as a function of the language of test administration (English vs. Spanish), type of math outcome, and EL’s language dominance. At the start of first grade, ELs ( N = 368) were randomly assigned to English-DA or Spanish-DA conditions, were assessed on static mathemat…
Is “Response/No Response” Too Simple a Notion for RTI Frameworks? Exploring Multiple Response Types With Latent Profile Analysis
We conducted a secondary analysis of data from a randomized control trial to explore this question: Does “response/no response” best characterize students’ reactions to a generally efficacious first-grade reading program, or is a more nuanced characterization necessary? Data were collected on 265 at-risk readers’ word reading prior to and immediately following program implementation in first grade and in spring of second grade. Pretreatment data …
Efficacy of a First‐Grade Responsiveness‐to‐Intervention Prevention Model for Struggling Readers
This randomized control trial examined the efficacy of a multitiered supplemental tutoring program within a first‐grade responsiveness‐to‐intervention prevention model. Struggling first‐grade readers ( n = 649) were screened and progress monitored at the start of the school year. Those identified as unresponsive to general education Tier 1 ( n = 212) were randomly assigned to receive Tier 2 small‐group supplemental tutoring ( n = 134) or to conti…
Development and Initial Psychometrics of the Korean Mood State Inventory
The authors describe the development and psychometric properties of the Korean Mood State Inventory (KMSI). which is designed to measure the mood stales of Korean college students. Factor structure, concurrent validity, and internal consistency of the KMSI scores are reported. Implications, limitations, and recommendations for future research are discussed
Efficacy of a First‐Grade Responsiveness‐to‐Intervention Prevention Model for Struggling Readers
This randomized control trial examined the efficacy of a multitiered supplemental tutoring program within a first‐grade responsiveness‐to‐intervention prevention model. Struggling first‐grade readers ( n = 649) were screened and progress monitored at the start of the school year. Those identified as unresponsive to general education Tier 1 ( n = 212) were randomly assigned to receive Tier 2 small‐group supplemental tutoring ( n = 134) or to conti…
Between ethnic diversity and immigration: Perceptions toward immigrants in a globalizing world
This study examines how ethnic diversity and immigration at the national level influence individual perceptions toward immigrants in a cross-national context. Including both Western and non-Western countries, we specifically explore whether cumulative exposure to ethnic diversity and the current size of immigrants have dissimilar effects on individual perceptions. Results from multilevel regression analysis suggest that the level of ethnic divers…
Development and Initial Psychometrics of the Korean Mood State Inventory
The authors describe the development and psychometric properties of the Korean Mood State Inventory (KMSI). which is designed to measure the mood stales of Korean college students. Factor structure, concurrent validity, and internal consistency of the KMSI scores are reported. Implications, limitations, and recommendations for future research are discussed
Efficacy of a First‐Grade Responsiveness‐to‐Intervention Prevention Model for Struggling Readers
This randomized control trial examined the efficacy of a multitiered supplemental tutoring program within a first‐grade responsiveness‐to‐intervention prevention model. Struggling first‐grade readers ( n = 649) were screened and progress monitored at the start of the school year. Those identified as unresponsive to general education Tier 1 ( n = 212) were randomly assigned to receive Tier 2 small‐group supplemental tutoring ( n = 134) or to conti…
Dynamic Assessment for Identifying Spanish-Speaking English Learners’ Risk for Mathematics Disabilities: Does Language of Administration Matter
We examined dynamic assessment’s (DA’s) added value over traditional assessments for identifying Spanish-speaking English learners’ (ELs) risk for developing mathematics disabilities, as a function of the language of test administration (English vs. Spanish), type of math outcome, and EL’s language dominance. At the start of first grade, ELs ( N = 368) were randomly assigned to English-DA or Spanish-DA conditions, were assessed on static mathemat…
Is “Response/No Response” Too Simple a Notion for RTI Frameworks? Exploring Multiple Response Types With Latent Profile Analysis
We conducted a secondary analysis of data from a randomized control trial to explore this question: Does “response/no response” best characterize students’ reactions to a generally efficacious first-grade reading program, or is a more nuanced characterization necessary? Data were collected on 265 at-risk readers’ word reading prior to and immediately following program implementation in first grade and in spring of second grade. Pretreatment data …
Expanding assessment to instructionally relevant writing components in middle school
Comorbidity in Reading Comprehension and Word-Problem Solving Difficulties: Exploring Shared Risk Factors and Their Impact on Language Minority Learners
The purpose of this study was threefold: to examine unique and shared risk factors of comorbidity for reading comprehension and word-problem solving difficulties, to explore whether language minority (LM) learners are at increased risk of what we refer to as higher order comorbidity (reading comprehension and word-problem solving difficulties), and to examine the profiles of at-risk LM learners compared with at-risk non-LM learners. At-risk (LM n…
Effects of parents’ early home language use on English reading growth of emergent bilinguals
First-grade multilingual students’ executive function profiles and links to English reading achievement and difficulties: A person-centered latent profile analysis
Forty Years of Reading Intervention Research for Elementary Students with or at Risk for Dyslexia: A Systematic Review and Meta‐Analysis
This meta‐analysis included experimental or quasi‐experimental intervention studies conducted between 1980 and 2020 that aimed to improve reading outcomes for Grade K‐5 students with or at risk for dyslexia (i.e., students with or at risk for word reading difficulties, defined as scoring at or below norm‐referenced screening or mean baseline performance thresholds articulated in our inclusion criteria). In all, 53 studies reported in 52 publicati…
Between ethnic diversity and immigration: Perceptions toward immigrants in a globalizing world
This study examines how ethnic diversity and immigration at the national level influence individual perceptions toward immigrants in a cross-national context. Including both Western and non-Western countries, we specifically explore whether cumulative exposure to ethnic diversity and the current size of immigrants have dissimilar effects on individual perceptions. Results from multilevel regression analysis suggest that the level of ethnic divers…
Comorbid Word Reading and Mathematics Computation Difficulty at Start of First Grade
The purpose of this analysis was to describe cognitive processes associated with comorbid difficulty between word reading (WR) and mathematics computation (MC) at the start of first grade among children selected for WR and MC delays. A sample of 234 U.S. children (mean age 6.50 years, SD = 0.31) was assessed on WR, MC, core cognitive processes (phonological processing, rapid automatized naming, verbal counting [VC]), and domain-general cognitive …
Academic language use in middle school informational writing
BACKGROUND: Learning to write the complex academic language (AL) associated with a discipline (like science) is a critical task in education, with middle school being a key developmental period. However, we need more research to guide how we assess students' learning to write AL, especially if we want to create assessment that guides more effective instruction. AIMS: We evaluated middle school students' informational writing for six different mea…
National Survey of 4th and 5th Grade Science Education Teachers: Insights Into Instruction and Inclusion of Students With Disabilities
Elementary science education, particularly in the 4th and 5th grades, is essential for setting the foundation for lifelong science learning, fostering critical thinking, and preparing students for success in science, technology, engineering, and mathematics (STEM) fields. This stage is especially critical for students with disabilities, as achievement gaps between them and their peers emerge during elementary school. Despite this importance, litt…
Reading Motivation and Academic Emotions of Struggling Readers: A Mixed Methods Study
This mixed methods study explored reading mindsets among upper elementary students identified for supplemental reading instruction, examining how these mindsets relate to perceived competence and emotional experiences. Data were collected from 39 fourth and fifth grade students (48.7% female, 35.9% received free or reduced lunch, and 17.9% with an IEP) who were participants in a larger quasi-experimental intensive, Tier 2 reading intervention. Th…
Science Instruction for Students With Learning Disabilities: A National Survey of Elementary Special Education Teachers
Elementary students with learning disabilities (LDs) often have limited opportunities to learn science, and little is known about how special educators engage in science instruction. This study drew on a nationally representative survey of elementary special education teachers to describe their roles, preparedness, time allocation, and perceived barriers. Most teachers reported minimal discipline-specific preparation and felt less prepared to tea…
Psychology (11 works) · Reading and Literacy Development (11 works) · Mathematics education (8 works) · Developmental psychology (7 works) · Linguistics (7 works) · Reading (process) (5 works) · Cognitive and developmental aspects of mathematical skills (4 works) · Cognitive psychology (4 works) · Educational and Psychological Assessments (4 works) · Learning disability (4 works)