Eunsoo Cho

1.6k total citations
52 papers, 1.1k citations indexed

About

Eunsoo Cho is a scholar working on Developmental and Educational Psychology, Statistics and Probability and Education. According to data from OpenAlex, Eunsoo Cho has authored 52 papers receiving a total of 1.1k indexed citations (citations by other indexed papers that have themselves been cited), including 41 papers in Developmental and Educational Psychology, 24 papers in Statistics and Probability and 18 papers in Education. Recurrent topics in Eunsoo Cho's work include Reading and Literacy Development (40 papers), Cognitive and developmental aspects of mathematical skills (24 papers) and Parental Involvement in Education (8 papers). Eunsoo Cho is often cited by papers focused on Reading and Literacy Development (40 papers), Cognitive and developmental aspects of mathematical skills (24 papers) and Parental Involvement in Education (8 papers). Eunsoo Cho collaborates with scholars based in United States, South Korea and Canada. Eunsoo Cho's co-authors include Sharon Vaughn, Donald L. Compton, Jennifer K. Gilbert, Philip Capin, Douglas Fuchs, Lynn S. Fuchs, Garrett J. Roberts, Laura A. Barquero, Bobette Bouton and Greg Roberts and has published in prestigious journals such as Journal of Educational Psychology, Review of Educational Research and Educational Psychologist.

In The Last Decade

Eunsoo Cho

50 papers receiving 1.0k citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Eunsoo Cho United States 20 839 455 336 112 104 52 1.1k
Laurice M. Joseph United States 17 704 0.8× 416 0.9× 259 0.8× 67 0.6× 104 1.0× 54 872
Tammy D. Tolar United States 16 561 0.7× 431 0.9× 373 1.1× 126 1.1× 96 0.9× 23 886
Jeremy Miciak United States 22 920 1.1× 345 0.8× 419 1.2× 109 1.0× 207 2.0× 48 1.1k
Andrea M. Capizzi United States 11 601 0.7× 605 1.3× 502 1.5× 90 0.8× 106 1.0× 15 938
Devin M. Kearns United States 21 834 1.0× 498 1.1× 320 1.0× 62 0.6× 182 1.8× 52 1.1k
Nathan H. Clemens United States 16 627 0.7× 378 0.8× 229 0.7× 27 0.2× 109 1.0× 48 791
Elise de Bree Netherlands 19 840 1.0× 303 0.7× 263 0.8× 128 1.1× 303 2.9× 78 1.0k
Stephen Ciullo United States 17 735 0.9× 551 1.2× 205 0.6× 34 0.3× 100 1.0× 43 1.0k
Michelle K. Hosp United States 11 1.4k 1.7× 900 2.0× 538 1.6× 57 0.5× 196 1.9× 21 1.6k
Philip Capin United States 15 398 0.5× 250 0.5× 161 0.5× 53 0.5× 56 0.5× 42 557

Countries citing papers authored by Eunsoo Cho

Since Specialization
Citations

This map shows the geographic impact of Eunsoo Cho's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Eunsoo Cho with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Eunsoo Cho more than expected).

Fields of papers citing papers by Eunsoo Cho

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Eunsoo Cho. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Eunsoo Cho. The network helps show where Eunsoo Cho may publish in the future.

Co-authorship network of co-authors of Eunsoo Cho

This figure shows the co-authorship network connecting the top 25 collaborators of Eunsoo Cho. A scholar is included among the top collaborators of Eunsoo Cho based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Eunsoo Cho. Eunsoo Cho is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
Hall, Colby, et al.. (2025). Examining the Effects of Family-Implemented Literacy Interventions for School-Aged Children: A Meta-Analysis. Educational Psychology Review. 37(1). 1 indexed citations
2.
Capin, Philip, Sharon Vaughn, Colby Hall, Eunsoo Cho, & Laura Mesite. (2025). Centering students with learning disabilities in intervention research: Implications for educational theory. Educational Psychologist. 60(3). 154–171. 3 indexed citations
3.
Truckenmiller, Adrea J., et al.. (2024). Academic language use in middle school informational writing. British Journal of Educational Psychology. 95(2). 384–404. 3 indexed citations
4.
Capin, Philip, et al.. (2024). Reading Comprehension Instruction: Evaluating Our Progress Since Durkin’s Seminal Study. Scientific Studies of Reading. 29(1). 85–114. 2 indexed citations
5.
Capin, Philip, Sharon Vaughn, Jeremy Miciak, et al.. (2023). Investigating the Reading Profiles of Middle School Emergent Bilinguals with Significant Reading Comprehension Difficulties. Scientific Studies of Reading. 28(2). 190–213. 4 indexed citations
6.
Cho, Eunsoo, et al.. (2023). Effects of parents’ early home language use on English reading growth of emergent bilinguals.. Journal of Educational Psychology. 115(3). 405–426. 1 indexed citations
7.
Cho, Eunsoo, et al.. (2022). 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. 3 indexed citations
8.
9.
Hall, Colby, et al.. (2022). 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. 52 indexed citations
10.
Lee, You‐kyung, et al.. (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. 11 indexed citations
11.
Roberts, Garrett J., et al.. (2021). 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. 14 indexed citations
12.
Cho, Eunsoo, et al.. (2021). Motivational predictors of reading comprehension in middle school: Role of self-efficacy and growth mindsets. Reading and Writing. 34(9). 2337–2355. 21 indexed citations
13.
Denton, Carolyn A., et al.. (2021). 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. 102062–102062. 15 indexed citations
14.
Truckenmiller, Adrea J., et al.. (2020). Linking Reading Assessment Data to Instructional Planning: A Component-Skills Approach.. Communique. 48(7). 15–18. 3 indexed citations
15.
Cho, Eunsoo, Philip Capin, Greg Roberts, Garrett J. Roberts, & Sharon Vaughn. (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. 43 indexed citations
16.
Toste, Jessica R., Philip Capin, Kelly J. Williams, Eunsoo Cho, & Sharon Vaughn. (2018). 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. 38 indexed citations
17.
Vaughn, Michael G., Eunsoo Cho, Amy E. Barth, et al.. (2016). Physiological Arousal and Juvenile Psychopathy: Is Low Resting Heart Rate Associated with Affective Dimensions?. Psychiatric Quarterly. 88(1). 103–114. 34 indexed citations
18.
Barth, Amy E., Sharon Vaughn, Philip Capin, et al.. (2016). Effects of a Text-Processing Comprehension Intervention on Struggling Middle School Readers. Topics in Language Disorders. 36(4). 368–389. 12 indexed citations
19.
Compton, Donald L., Douglas Fuchs, Lynn S. Fuchs, et al.. (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. 145 indexed citations
20.
Cho, Eunsoo, et al.. (2008). The Relationship between Learner Characteristic and Interest in Teachable Agent. International Conference on Human-Computer Interaction. 928–934.

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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