Hicks, E. A., Kim, E. H., Reiley, S., Cho. E., & Louick, R. A. (2026). Reading motivation and academic emotions of struggling readers: A mixed methods study. Reading & Writing Quarterly: Overcoming Learning Difficulties, 1-20. https://doi.org/10.1080/10573569.2026.2614442
Cho, E., Son, M., Reiley, S., & Kim, E. H. (2025). Development and Validation of Kindergarten Dynamic Assessments of Early Reading and Language. Language, Speech, and Hearing Services in Schools, 56(4), 922-937. https://doi.org/10.1044/2025_LSHSS-24-00078
Josol, C. K., Fisher, M. H., & Cho, E. (2025). Exploring the relationship between empathy and social skills for individuals with different forms of intellectual developmental disabilities. Journal of Autism and Developmental Disorders, 1-14. https://doi.org/10.1007/s10803-025-07007-3
Strong, J. Z., Tortorelli, L. S., Anderson, B. E., & Cho, E. (2025). Development of a multicomponent reading and writing intervention in grades 4-5. Reading Psychology, 1-36. https://doi.org/10.1080/02702711.2025.2526464
Capin, P., Vaughn, S. Hall, C., Cho, E., & Mesite, L. (2025). Centering students with learning disabilities in intervention research: Implications for educational theory. Educational Psychologist, 60(3), 154-171. https://doi.org/10.1080/00461520.2025.2506991
Therrien, W. J., Wong, V. C., Chen, L., Taylor, C. M., Chiu, J. L., Goncalves, B., Liu, Q., Cook, B. G., Doabler, C. T., Swanson, E., Brame, P. B., Budin, S., Cho, E., Conway, S. J., Davis, K. M., Dunn, M. W., Faggella-Luby, M. N., Gersib, J., Jimenez, Z., Juergensen, R. L., Kiuhara, S. A., Lembke, E. S., Moody, A. K., Morris, J. R., Murnan, R., Sarmiento, C. M., Smith, C. M., Simth, R. A., Solis, M., & Stinchcomb, H. R. (2025). National Survey of 4th and 5th Grade Science Education Teachers: Insights Into Instruction and Inclusion of Students With Disabilities. Science Education, 109, 1406-1421. https://doi.org/10.1002/sce.21972
Cho, E., Ju, U., Kim, E. H., & Compton, D. L. (2025). Achievement goal profiles and reading-related outcomes in elementary students with and without reading difficulties. Learning and Individual Differences, 119, 102661. https://doi.org/10.1016/j.lindif.2025.102661
Dahl-Leonard, K., Hall, C., Cho, E., Capin, P., Roberts, G. J., Kehoe, K. F., Haring, C., Peacott, D., & Demchak, A. (2025). Examining the Effects of Family-Implemented Literacy Interventions for School-Aged Children: A Meta-Analysis. Educational Psychology Review, 37(1), Article 10. https://doi.org/10.1007/s10648-025-09985-3
Fuchs, L. S., Fuchs, D., Cho, E., Barnes, M. A., Koponen, T., & Espinas, D. R. (2025). Comorbid word reading and mathematics computation difficulty at start of first grade. Journal of Learning Disabilities, 58(2), 112-127. https://doi.org/10.1177/00222194241248188
Capin, P., Dahl-Leonard, K., Hall, C., Yoon, N. Y., Cho, E., Chatzoglou, E., Reiley, S., Walker, M., Shanahan, E., Andress, T., & Vaughn, S. (2025). Reading comprehension instruction: Evaluating our progress since Durkin’s seminal study. Scientific Studies of Reading, 29(1), 85-114. https://doi.org/10.1080/10888438.2024.2418582
Cho, E., & Barrett, C. A. (2024). Comparing options for screening of reading difficulties in middle school: Do teacher ratings improve accuracy? School Psychology, 40(5), 542-553. https://doi.org/10.1037/spq0000674
김성일, 정윤경, 이선영, 우연경, 권순구, 조은수, 한천우, 임가람, 이명진, 황수영, 김원식, 소연희, 윤미선 (2024). Optimizing Learning Outcomes through Motivation-Adapted Individualized Teachable Agents. 교육방법연구, 36(3), 309-336. https://doi.org/10.17927/tkjems.2024.36.3.309
Capin, P., Vaughn, S., Miller, J. E., Miciak, J., Fall, A. M., Roberts, G., Cho, E., Barth, A. E., Steinle, P., & Fletcher, J. M. (2024). Investigating the reading profiles of middle school emergent bilinguals with significant reading comprehension difficulties. Scientific Studies of Reading, 28(2), 190-213. https://doi.org/10.1080/10888438.2023.2254871
Truckenmiller, A. J., Cho, E., Bourgeois, S., & Friedman, E. (2024). Uses and Misuses of Commercial Reading Assessment: An Applied Framework for Decision Making in Grades K through 6. The Reading Teacher, 77(5), 609-623. https://doi.org/10.1002/trtr.2274
Sarmiento, C. M., Truckenmiller, A. J., Cho, E., & Wang, H. (2024). Academic language use in middle school informational writing. British Journal of Educational Psychology, 95(2), 384-404. https://doi.org/10.1111/bjep.12724
Cho, E., Ju, U., Kim, E. H., Lee, M., Lee, G., & Compton, D. L. (2023). Relations among motivation, executive functions, and reading comprehension: Do they differ for students with and without reading difficulties? Scientific Studies of Reading, 27(4), 289-310. https://doi.org/10.1080/10888438.2022.2127357
Cho, E. (2023). Motivation and literacy development in students with or at risk for reading difficulties and other diverse learners. Topics in Language Disorders, 43(2), 95-96. https://doi.org/10.1097/TLD.0000000000000315
Cho, E., Dahl-Leonard, K., Kehoe, K., Capin, P., Hall, C., & Solari, E. (2023). Motivational practices in reading interventions for students with or at risk for dyslexia: Literature synthesis and meta-analysis. Topics in Language Disorders, 43(2), 119-145. https://doi.org/10.1097/TLD.0000000000000312
Ju, U., Cho, E., Relyea, J. E., & Choi, I. (2023). Effects of parents' early home language use on English reading growth of emerging bilinguals. Journal of Educational Psychology, 115(3), 405-426. https://doi.org/10.1037/edu0000784
Fuchs, L. S., Malone, A. S., Preacher, K. J., Cho, E., Fuchs, D., & Changas, P. (2023). Next-generation fraction intervention and the long-term advantage of interleaved instruction. Exceptional Children 89(3), 332-352. https://doi.org/10.1177/00144029221135565
Relyea, J. E., Cho., E., & Zagata, E. (2023). First-grade multilingual students’ executive function profiles and links to English reading achievement and difficulties: A person-centered latent profile analysis. Annals of Dyslexia 73(1), 29-52. https://doi.org/10.1007/s11881-022-00272-2
Hall, C., Dahl-Leonard, K., Cho, E., Solari, E. J., Capin, C., Conner, C. L., Henry, A. R., Cook, L., Hayes, L., Vargas, I., Richmond, C. L., & Kehoe, K. F. (2023). Forty years of reading intervention research for elementary students with or at risk for dyslexia: A systematic review and meta‐analysis. Reading Research Quarterly 58(2), 285-312. https://doi.org/10.1002/rrq.477
Cho, E., Mancilla-Martinez, J., Hwang, J. K., Fuchs, L. S., Seethaler, P. M., & Fuchs, D. (2022). Comorbidity in reading comprehension and word-problem solving difficulties: Exploring shared risk factors and their impact on language minority learners. Journal of Learning Disabilities, 55(6), 513-527. https://doi.org/10.1177/00222194211068355
Truckenmiller, A. J., Cho, E., & Troia, G. A. (2022). Expanding assessment to instructionally relevant writing components in middle school. Journal of School Psychology 94(1), 28-48. https://doi/org/10.1016/j.jsp.2022.07.002
Lee, Y., Cho, E., Kim, E. H., Lee, G. A., Capin, P., & Swanson, E. (2022). Profiles of reading mindset and self-efficacy: how are they related to achievement goals, engagement, and reading achievement? Educational Psychology, 42(8), 934-951. https://doi.org/10.1080/01443410.2022.2117277
Elleman, A. M., Steacy, L. M., Gilbert, J. K., Cho, E., Miller, A. C., Coyne-Green, A., Pritchard, P., Fields, R. S., Schaeffer, S., & Compton, D. L. (2022). Exploring the role of knowledge in predicting reading and listening comprehension in fifth grade students. Learning and Individual Differences 98, 102182. https://doi.org/10.1016/j.lindif.2022.102182
Roberts, G. J., Hall, C., Cho, E., Cote, B., Lee, J., Qi, B., & Ooyik, J. V. (2022). The state of current reading intervention research for English learners in grades K–2: A best-evidence synthesis. Educational Psychology Review, 34(1), 335-361. https://doi.org/10.1007/s10648-021-09629-2
Solari, E., Kehoe, K., Cho, E., Hall, C., Vargas, I., Dahl-Leonard, K., Richmond, C. L., Henry, A. R., Cook, L., Hayes, L., & Conner, C. (2022). Effectiveness of Interventions for English Learners with Word Reading Difficulties: A Research Synthesis. Learning Disabilities Research & Practice, 37(3), 158-174. https://doi.org/10.1111/ldrp.12286
Denton, C. A., Hall, C., Cho, E., Cannon, G., Scammacca, N, & Wanzek, J. (2022). A meta-analysis of the effects of foundational skills and multicomponent reading interventions on reading comprehension for primary-grade students. Learning and individual differences 93, 102062. https://doi.org/10.1080/19345747.2019.1689591
Cho, E., Kim, E. H., Ju, U., & Lee, G. A. (2021). Motivational predictors of reading comprehension in middle school: Role of self-efficacy and growth mindsets. Reading and Writing: An Interdisciplinary Journal, 34(9), 2337-2355. https://doi.org/10.1007/s11145-021-10146-5
Capin, P., Cho, E., Miciak, J., Roberts, G., & Vaughn, S. (2021). Examining the reading and cognitive profiles of students with significant reading comprehension difficulties. Learning Disability Quarterly 44(3), 183-196. https://doi.org/10.1177/0731948721989973
Cho, E., & Josol, C. K. (2021). Dynamic assessment in schools: What, why, and how. Information Age Publishing, Inc.
Fuchs, D., Cho, E., Toste, J. R., Fuchs, L. S., Gilbert, J. K., McMaster, K. L., Svenson, E., & Thompson, A. (2021). A quasiexperimental evaluation of two versions of first-grade PALS: One with and one without repeated reading. Exceptional Children 87(2), 141-162. https://doi.org/10.1177/0014402920921828
Cho, E., Fuchs, L. s., Seethaler, P. M., Fuchs, D., & Compton, D. L. (2020). Dynamic assessment for identifying Spanish-speaking English learners’ risk for mathematics disabilities: Does language of administration matter? Journal of Learning Disabilities 53(5), 380-398. https://doi.org/10.1177/0022219419898887
Lee, Y., Cho, E., & Roseth, C. J. (2020). Interpersonal predictors and outcomes of motivational profiles in middle school. Learning and Individual Differences 81, 101905. https://doi.org/10.1016/j.lindif.2020.101905
Sipila-Thomas, E. S., Cho, E., & Brodhead, M. T. (2020). Self-Management Strategies to Support Homework Completion With Students With Developmental Disabilities. TEACHING Exceptional Children, 52(6), 414-424. https://doi.org/10.1177/0040059920910454
Peng, P., Fuchs, D., Fuchs, L., Cho, E., Elleman, A. M., Kearns, D. M., Patton, S., & Compton, D. (2020). Is “Response/No Response” Too Simple a Notion for RTI Frameworks? Exploring Multiple Response Types with Latent Profile Analysis. Journal of Learning Disabilities, 53(6), 454-468. https://doi.org/10.1177/0022219420931818
Truckenmiller, A. J., Yohannan, J., & Cho, E. (2020). Linking Reading Assessment Data to Instructional Planning: A Component-Skills Approach. Communique 48(7), 15-18. https://eric.ed.gov/?id=EJ1251587
Avendano, S. M., & Cho, E. (2020). Building collaborative relationships with parents: A checklist for promoting success. Teaching Exceptional Children,52(4), 250-260. https://doi.org/10.1177/0040059919892616
Cho, E., Compton, D. L., & Josol, C. K. (2020). Dynamic assessment as a screening tool for early identification of reading disabilities: A latent change score approach. Reading and Writing: An Interdisciplinary Journal, 33(3), 719-739. https://doi.org/10.1007/s11145-019-09984-1
Roberts, G. J., Cho, E., Garwood, J. D., Goble, G. H., Robertson, T., & Hodges, A. (2020). Reading interventions for students with reading and behavioral difficulties: A meta-analysis and evaluation of co-occurring difficulties. Educational Psychology Review 32(1), 17-47. https://doi.org/10.1007/s10648-019-09485-1
Cho, E., Capin, C., Roberts, G., Roberts, G. J., & Vaughn, S. (2019). Examining sources and mechanisms of reading comprehension difficulties: Comparing English learners and non-English learners within the simple view of reading. Journal of Educational Psychology 111(6), 982-1000. https://doi.org/10.1037/edu0000332
Cho, E., Toste, J. R., Lee, M., & Ju, U. (2019). Motivational predictors of struggling readers’ reading comprehension: The effects of mindset, achievement goals, and engagement. Reading and Writing: An Interdisciplinary Journal, 32(5), 1219-1242. https://doi.org/10.1007/s11145-018-9908-8
Peng, P., Fuchs, D., Fuchs, L. s., Elleman, A. M., Kearns, D. M., Gilbert, J. K., Compton, D. L., Cho, E., & Patton, S. III. (2019). A longitudinal analysis of the trajectories and predictors of word reading and reading comprehension development among at-risk readers. Journal of Learning Disabilities, 52(3), 195-208. https://doi.org/10.1007/s11145-006-9045-7
Vaughn, S., Roberts, G., Capin, P., Miciak, J., Cho, E., & Fletcher, J. M. (2019). How initial word reading and language skills affect reading comprehension outcomes for students with reading difficulties. Exceptional Children, 85(2), 180-196. https://doi.org/10.1177/0014402918782618
Toste, J. R., Capin, P., Williams, K. J., Cho, E., & Vaughn, S. (2019). Replication of an experimental study investigating the efficacy of a multisyllabic word reading intervention with and without motivational beliefs training for struggling readers. Journal of Learning Disabilities, 52(1), 45-58. https://doi.org/10.1177/0022219418775114
Solis, M., Vaughn, S., Stillman-Spisak, S. J., & Cho, E. (2018). Effects of reading comprehension and vocabulary intervention on comprehension-related outcomes for ninth graders with low reading comprehension. Reading & Writing Quarterly: Overcoming Learning Difficulties, 34(6), 537-553. https://doi.org/10.1080/10573569.2018.1499059
Cho, E., Capin, P., Roberts, G., & Vaughn, S. (2018). Examining predictive validity of oral reading fluency slope in upper elementary grades using quantile regression. Journal of Learning Disabilities, 51(6), 565-577. https://doi.org/10.1177/0022219417719887
Cho, E., Lee, M., & Toste, J. R. (2018). Does perceived competence serve as a protective mechanism against performance goals for struggling readers? Path analysis of contextual antecedents and reading outcomes. Learning and Individual Differences 65, 135-147. https://doi.org/10.1016/j.lindif.2018.05.017
Hall, C., Roberts, G. J., Cho, E., McCulley, L. V., Carroll, M., & Vaughn, S. (2017). Reading instruction for English learners in the middle grades: A meta-analysis. Educational Psychology Review, 29(4), 763-794. https://doi/org/10.1007/s10648-016-9372-4
Kavish, N., Vaughn, M. G., Cho, E., Barth, A., Boutwell, B., Vaughn, S., Capin, P., Stillman, S., & Martinez, L. (2017). Physiological arousal and juvenile psychopathy: Is low resting heart rate associated with affective dimensions? Psychiatric Quarterly, 88(1), 103-114. https://doi/org/10.1007/s11126-016-9437-z
Steacy, L. M., Kearns, D. M., Gilbert, J. K., Compton, D. L., Cho, E., Lindstrom, E. R., & Collins, A. A. (2017). Exploring individual differences in irregular word recognition among children with early-emerging and late-emerging word reading difficulty. Journal of Educational Psychology, 109(1), 51-69. https://doi.org/10.1037/edu0000113
Cho, E., Compton, D. L., Gilbert, J. K., Steacy, L. M., Collins, A. A., & Lindstrom, E. R. (2017). Development of first-graders’ word reading skills: For whom can dynamic assessment tell us more? Journal of Learning Disabilities, 50(1), 95-112. https://doi.org/10.1177/0022219415599343
Barth, A. E., Vaughn, S., Capin, P., Cho, E., Stillman-Spisak, S., Martinez, L., & Kincaid, H. (2016). Effects of a text-processing comprehension intervention on struggling middle school readers. Topics in Language Disorders, 36(4), 368-389. https://doi/org/10.1097/TLD.0000000000000101
Scammacca, N., Roberts, G. J., Cho, E., Williams, K. J., Roberts, G., Vaughn, S. R., & Carroll, M. (2016). A century of progress: Reading interventions for students in grades 4–12, 1914–2014. Review of Educational Research, 86(3), 756-800. https://doi.org/10.3102/0034654316652942
Kearns, D., Steacy, L. M., Compton, D. L., Gilbert, J. K., Goodwin, A. P., Cho, E., Lindstrom, E. R., & Collins, A. A. (2016). Modeling polymorphemic word recognition: Exploring differences among children with early-emerging and late-emerging word reading difficulty. Journal of Learning Disabilities, 49(4), 368-394. https://doi.org/10.1177/0022219414554229
Cho, E., Roberts, G. J., Capin, P., Roberts, G., Miciak, J., & Vaughn, S. (2015). Cognitive Attributes, Attention, and Self–Efficacy of Adequate and Inadequate Responders in a Fourth Grade Reading Intervention. Learning Disabilities Research & Practice, 30(4), 159-170. https://doi/org/10.1111/ldrp.12088
Cho, E., & Compton, D. L. (2015). Construct and incremental validity of dynamic assessment of decoding within and across domains. Learning and Individual Differences 37, 183-196. https://doi.org/10.1016/j.lindif.2014.10.004
Toste, J. R., Compton, D. L., Fuchs, D., Fuchs, L. S., Gilbert, J. K., Cho, E., Barquero, L., & Bouton, B. D. (2014). Understanding unresponsiveness to Tier 2 reading intervention: Exploring the classification and profiles of adequate and inadequate responders in first grade. Learning Disability Quarterly, 37(4), 192-203. https://doi.org/10.1177/0731948713518336
Cho, E., Compton, D. L., Fuchs, D., Fuchs, L. S., & Bouton, B. (2014). Examining the predictive validity of a dynamic assessment of decoding to forecast response to tier 2 intervention. Journal of Learning Disabilities, 47(5), 409-423. https://doi.org/10.1177/0022219412466703
Gilbert, J. K., Compton, D. L., Fuchs, D., Fuchs, L. S., Bouton, B., Barquero, L. A., & Cho, E. (2013). Efficacy of a first‐grade responsiveness‐to‐intervention prevention model for struggling readers. Reading Research Quarterly, 48(2), 135-154. https://doi/org/10.1002/rrq.45
Compton, D. L., Gilbert, J. K., Jenkins, J. R., Fuchs, D., Fuchs, L. S., Cho, E., Barquero, L. A., & Bouton, B. (2012). Accelerating chronically unresponsive children to tier 3 instruction: What level of data is necessary to ensure selection accuracy? Journal of Learning Disabilities, 45(3), 204-216. https://doi.org/10.1177/0022219412442151
Compton, D. L., Fuchs, D., Fuchs, L. S., Bouton, B., Gilbert, J. K., Barquero, L. A., Cho, E., & Crouch, R. C. (2010). Selecting at-risk first-grade readers for early intervention: Eliminating false positives and exploring the promise of a two-stage gated screening process. Journal of Educational Psychology, 102(2), 327-340. https://doi.org/10.1037/a0018448
Lee, S. M., Moon, K. S., Puig, A., Cho, E., Lee, S. Y., Back, S. H., & Woo, Y. K. (2008). Development and initial psychometrics of the Korean Mood State Inventory. Measurement and Evaluation in Counseling and Development, 41(1), 42-50. https://doi.org/10.1080/07481756.2008.11909821