Peng Peng
Associate Professor, Department of Special Education
Phone: +1 512 232 9258
Email: pengpeng@austin.utexas.edu
Office: SZB 5.804K
View Curriculum Vitae (url)
Phone: +1 512 232 9258
Email: pengpeng@austin.utexas.edu
Office: SZB 5.804K
View Curriculum Vitae (url)
Dr. Peng Peng's research focuses on the intersection of cognitive psychology and special education. His work investigates the bidirectional relations between fundamental cognitive skills (such as working memory and executive function) and academic performance, particularly among those at risk for learning difficulties. Dr. Peng uses a domain-specific approach to analyze how content-specific cognitive abilities (e.g., reading working memory vs. math working memory) are differentially applied to reading and math. His current projects integrate cognitive, social-emotional, and academic skills into instruction for at-risk learners. For example, he is exploring how to optimally combine math growth mindset, math working memory, and word-problem-solving skills to create effective interventions for students with math difficulties and anxiety. Another significant aspect of Dr. Peng's expertise involves using advanced meta-analytic methods (e.g., multi-level meta-analysis, network meta-analysis, meta-analytic structural equation modeling) to synthesize research findings on reading and math learning. He utilizes meta-analysis to identify the underlying mechanisms linking general cognition and learning across development and to determine the optimal intervention combinations in complex multi-component programs for at-risk learners.
Dr. Peng's commitment to rigorous high-impact research is demonstrated by his funding from national organizations like the Institute of Education Sciences (IES) and the National Science Foundation (NSF), and his extensive publication record in leading journals such as the Journal of Educational Psychology, Review of Educational Research, Psychological Bulletin, Educational Psychology Review, Child Development, Developmental Science, and Developmental Psychology. Dr. Peng is also a recognized scholar in his field, having received the 2018 Early Career Award from the International Dyslexia Association. He is dedicated to shaping academic discourse and knowledge dissemination, currently serving as an Associate Editor for Psychological Bulletin, Reading and Writing, and Learning and Individual Differences. He is also an active member of the editorial boards for 10 journals, including Educational Psychologist, Review of Educational Research, Journal of Educational Psychology, Scientific Studies of Reading, Journal of Learning Disabilities, and Exceptional Children.
Ph.D. in Special Education, Vanderbilt University, 2014
Ed.M. in Educational and Developmental Psychology, Beijing Normal University, 2009
B.A. in Psychology, Beijing Normal University, 2006
Focuses on embedding high-level cognitive skills (e.g., working memory; executive function) and motivational skills (e.g., growth mindset, anxiety copying) into academic instructions for children with severe learning disabilities
Associate Editor, Psychological Bulletin(2026 - Present)
Associate Editor, Learning and Individual Differences(2025 - Present)
Editorial Board Member, Scientific Studies of Reading(2024 - Present)
Editorial Board Member, Contemporary Educational Psychology(2023 - Present)
Editorial Board Member, Learning Disabilities Research and Practice(2022 - Present)
Scientific Advisory Board, Committee, International Dyslexia Associations (IDA)(2022 - Present)
Associate Editor, Reading and Writing(2021 - Present)
Editorial Board Member, Annals of Dyslexia(2020 - Present)
Editorial Board Member, Reading and Writing(2020 - 2021)
Panelist, Review Panel for Education and Human Resources Core Research (ECR) program, National Science Foundation(2020)
Editorial Board Member, Journal of Educational Psychology(2020 - Present)
Editorial Board Member, Journal of Learning Disabilities(2020 - Present)
Editorial Board Member, Review of Educational Research(2019 - Present)
Editorial Board Member, Psychological Bulletin(2019 - 2025)
Panelist, Review Panel for Education and Human Resources Core Research (ECR) program, National Science Foundation(2016)
Zhang, L., Carter, R. A. Jr., Liu, Y. T. & Peng, P. (2026). Lets CHAT About Artificial Intelligence for Students With Disabilities: A Systematic Literature Review and Meta-Analysis. Review of Educational Research. doi:https://doi.org/10.3102/0034654324129342.
Georgiou, G. K., Vieira, A. P. A., Peng, P., Carter, T. & Joshi, M. (2026). Teachers Knowledge of Language and Literacy Concepts: A Meta-Analysis. Educational Psychology Review. doi:https://doi.org/10.1007/s10648-026-10128-5.
Gioia, A. R., Miciak, J., Peng, P., Gallagher, M. W., Williams, M. W., Farrell, A., Salentine, C., Boada, C., Dragoi, I., Harmouch, S., Ortiz-Jimenez, A. & Cirino, P. T. (2026). Behavioral attention and academic achievement: A comprehensive meta-analysis. Child Neuropsychology. doi:https://doi.org/10.1080/09297049.2026.2634751.
Namkung, J. M., Peng, P., Koziol, N., Osgood, D. & Smith, W. (2026). Cognitive and Foundational Predictors of Prealgebra Competence among Students with versus without Mathematics Learning Difficulties. Journal of Educational Psychology. doi:10.1037/edu0001024.
Liu, Y.T., Peng, P. & Li, Sen. (2026). How to reduce mathematics anxiety: A systematic review and meta-analysis on intervention studies. Journal of Educational Psychology. doi:https://doi.org/10.1037/edu0000992.
Namkung, J., Peng, P. & Goodrich, M. (2025). The relation between mathematics anxiety and mathematics competence for students with versus without mathematics learning difficulties. Learning Disability Quarterly. doi:https://doi.org/10.1177/07319487241301410.
Peng, P. (2025). Understanding the relations between cognition and academic skills in the context of instruction. Advances in Child Development and Behavior: Elsevier Inc. doi:https://doi.org/10.1016/bs.acdb.2024.10.003.
Ding, N., Peng, P., Tang, J. Q., Ding, Y. R. & Zhao, J. J. (2025). An investigation of phonological predictors in Chinese developmental dyslexia using a machine learning approach. Reading and Writing. doi:https://doi.org/10.1007/s11145-024-10618-4.
Zhang, W., Peng, P., Peng, C., Zhang, L. & Wang, Y. (2025). The meta-linguistic and domain-specific executive function profile of children with decoding or comprehension difficulties. Reading and Writing. doi:https://doi.org/10.1007/s11145-024-10544-5.
Liu, Y. T., Peng, P. & Yan, X. Y. (2025). Early numeracy and mathematics development: A longitudinal meta-analysis on the prediction nature of early numeracy. Journal of Educational Psychology. doi:https://doi.org/10.1037/edu0000925.
Peng, P. & Ma, C. (2025). The role of domain-specific working memory and emotion regulation in the mathematics anxiety-performance relation among upper elementary students. Developmental Psychology. doi:https://doi.org/10.1037/dev0002081.
Peng, P., Wang, W., Lin, L. F., Liu, Y. T., Yan, X. Y., Tan, Y. T., Zhang, Z., Zhang, W. X. & Huang, Y. X. (2025). A network meta-analysis of multi-component reading interventions for students with reading difficulties: Active-ingredient vs. ingredient-interaction?. Educational Psychology Review. doi:https://doi.org/10.1007/s10648-025-10063-x.
Peng, P., Liu, Y. T., Li, S., Namkung, J., Chow, J. & Lin, L. F. (2025). Exploring the effectiveness of word problem strategy and strategy combinations: A systematic review and network meta-analysis. Educational Psychology Review. doi:https://doi.org/10.1007/s10648-025-10057-9.
Lin, X., Peng, P., Song, X. W. & Liu, Q. L. (2025). Examine the longitudinal association between prior and subsequent mathematics using meta-analytic structural equation modeling approach. Educational Psychology Review. doi:https://doi.org/10.1007/s10648-025-10030-6.
Ding, D., Peng, P., Li, S., Tang, J. Q. & Zhao, J. J. (2024). Profiles of phonological deficits and comorbidity in Chinese developmental dyslexia. Reading and Writing. doi:https://doi.org/10.1007/s11145-024-10615-7.
Peng, P., Wang, W., Filderman, M. J., Zhang, W. X. & Lin, L. F. (2024). The active ingredient in reading comprehension strategy intervention for struggling readers? A Bayesian network meta-analysis. Review of Educational Research. doi:https://doi.org/10.3102/00346543231171345.
Peng, P., Chow, J., Yan, N. & Liu, Y. T. (2024). The developmental mutualism of language skills and behavioral problems: The time-sensitive mediating role of social skills. Journal of Educational Psychology, 116, 889902. doi:https://doi.org/10.1037/edu0000899.
Yan, N., Chen, Z. Y., Peng, P., Ansari, A., Wang, Y. N., Liu, Y. & Zhu, C. H. (2024). The prediction from the network-based attributes of school readiness skills to childrens state-level fluctuations in academic achievement.. Learning and Individual Differences, 69. doi:https://doi.org/10.1016/j.lindif.2018.11.006.
Cooper, S., Hebert, M., Goodrich, J. M., Leiva, S., Lin, X., Peng, P. & Nelson, J. R. (2024). Effects of automaticity training on reading performance: A meta-analysis. Journal of Behavioral Education. doi:https://doi.org/10.1007/s10864-022-09480-7.
Peng, P., Liu, Y. T., Cartwright, K., Goodrich, M., Koziol, N., Ma, C. & Whitmarsh, C. (2024). The role of domain-general, behavioral, and reading-specific executive function in reading comprehension: Does context-specific executive function matter?. Scientific Studies of Reading. doi:https://doi.org/10.1080/10888438.2024.2409635.
Yan, S. X., Liu, Z. Y., Peng, P. & Yan, N. (2024). The reciprocal relations between externalizing behaviors and academic performance among school-aged children: A meta-analysis of longitudinal studies.. Educational Psychology Review.
Ren, X. Y., Liu, N. Y., Peng, P., Lu, Y. F., Chen, Y. X., Li, J. & Tao, S. (2024). What works for reading interventions in Chinese children at risk for reading difficulties? A systematic review and meta-analysis of findings in recent three decades.. Educational Psychology Review, 36. doi:https://doi.org/10.1007/s10648-024-09961-3.
Li, J., Peng, P., Ding, N., Ma, X. & Zhao, J. (2024). How does family socioeconomic status influence children's reading ability? Evidence from meta-analytic structural equation modeling. Educational Psychology Review, 35(119). doi:https://osf.io/preprints/psyarxiv/7yv6r/.
Yan, X.Y., Peng, P. & Liu, Y.T. (2024). Optimal design feature of computer-assisted reading instruction for students with reading difficulties? A Bayesian network meta-analysis. Computers in Human Behavior, 152(108062). doi:https://doi.org/10.1016/j.chb.2023.108062.
Chen, R., Georgiou, G. K., Peng, P., Li, Y. Y., Li, B. L., Wang, J. L. & Tao, S. (2023). What components of working memory are impaired in children with reading and/or mathematics difficulties?. Children, 10(10). doi:https://doi.org/10.3390/children10101719.
Wang, Y., Zhu, L., Duan, I., Peng, P., Wang, W. & Wang, T. F. (2023). A meta-analysis on the cognitive and linguistic correlates of reading skills among children with ASD. Reading and Writing, 36. doi:https://doi.org/10.1007/s11145-022-10338-7.
Zhang, Z.. & Peng, P. (2023). Co-development among reading, math, science, and verbal working memory in the elementary stage. Child Development. doi:https://doi.org/10.1111/cdev.13962.
Tang, J., Ma, X., Peng, P., Cha, K., Yao, Y. & Zhao, J. (2023). Visual Attention Span Deficits in Developmental Dyslexia: A Meta-analysis. Research in Developmental Disabilities. doi:https://doi.org/10.1016/j.ridd.2023.104590.
Goodrich, M., Peng, P., Bohaty, J., Leiva, S. & Thayer, L. (2023). Embedding executive function training into early literacy instruction for dual language learners: A pilot study. Journal of Speech, Language, and Hearing Research. doi:https://doi.org/10.1044/2022_JSLHR-22-00253.
Zhang, Z. & Peng, P. (2023). Longitudinal reciprocal relations among reading, executive function, and social emotional skills: Maybe not for all.. Journal of Educational Psychology. doi:https://doi.org/10.1037/edu0000787.
Peng, P., Zhang, Z., Wang, W., Lee, K. J., Wang, T. F., Wang, C. C., Luo, J.. & Lin, J. Z. (2022). A meta-analytic review of cognition and reading difficulties: Individual differences, moderation, and language mediation mechanisms. Psychological Bulletin, 148, 227–272. doi:https://doi.org/10.1037/bul0000361.
Yang, X. J., Yan, M. G., Ruan, Y. J., Ku, S. Y. Y., Lo, J. C. M., Peng, P. & McBride, C. (2022). Relations among phonological processing skills and mathematics in children: A meta-analysis. Journal of Educational Psychology(114), 289–307. doi:https://psycnet.apa.org/doi/10.1037/edu0000710.
Liu, J., Peng, P., Zhao, B. B. & Luo, L. (2022). Socioeconomic status and academic achievement in primary and secondary education: A meta-analytic review. Educational Psychology Review, 34, 2867–2896. doi:https://doi.org/10.1007/s10648-022-09689-y.
Raeisi-Vanani, A., Plonsky, L., Wang, W., Lee, K. & Peng, P. (2022). Applying meta-analytic structural equation modeling to second language research: An introduction. Research Methods in Applied Linguistics, 1(3). doi:https://doi.org/10.1016/j.rmal.2022.100018.
Peng, P. & Swanson, L. (2022). The domain-specific approach of working memory training. Developmental Review, 65. doi:https://doi.org/10.1016/j.dr.2022.101035.
Wang, Y., Lan, Z., Duan, I., Peng, P., Wang, W. & Wang, T. F. (2022). A meta-analysis on the cognitive and linguistic correlates of reading skills among children with ASD. Reading and Writing. doi:https://doi.org/10.1007/s11145-022-10338-7.
Filderman, M. J., Toste, J. R., Didion, L. & Peng, P. (2022). Data literacy training for K12 teachers: A meta-analysis of the effects on teacher outcomes. Remedial and Special Education. https://journals.sagepub.com/doi/full/10.1177/07419325211054208. doi:https://doi.org/10.1177/07419325211054208.
Toste, J. R., McLean, L., Peng, P., Didion, L. A., Filderman, M. J., Sparapani, N. & Connor, C. M. (2022). Do teacher perceptions of students academic and behavioral skills influence time spent in small-group reading instruction?. The Elementary School Journal..
Zhang, Z.. & Peng, P.. (2022). Reading real words vs pseudowords: A meta-analysis of research in developmental dyslexia. Developmental Psychology, 58(6), 1035–1050. doi:https://doi.org/10.1037/dev0001340.
Peng, P., Lee, K. J., Luo, J., Li, S. T., Malatesha, J. R. & Tao, S. (2021). Simple view of reading in Chinese: A one-stage meta-analytic structural equation modeling. Review of Educational Research, 91, 3–33. doi:https://doi.org/10.3102/0034654320964198.
Lin, X., Peng, P. & Zeng, J. G. (2021). Understanding the relation between mathematics language and mathematics performance: A meta-analysis. The Elementary School Journal, 121(3), 504–540. doi:https://doi.org/10.1086/712504.
Zhang, Z., Peng, P., Eickhoff, S. B., Lin, X., Zhang, D. L. & Wang, Y. Y. (2021). Neural substrates of the executive function construct, age-related changes, and task materials in adolescents and adults: ALE meta-analyses of 408 fMRI studies. Developmental Science, 1–35. https://onlinelibrary.wiley.com/doi/full/10.1111/desc.13111. doi:DOI: 10.1111/desc.13111.
Erbeli, F., Peng, P. & Rice, M. (2021). No evidence of creative benefit accompanying dyslexia: A meta-analysis. Journal of Learning Disabilities. doi:https://doi.org/10.1177/00222194211010350.
Peng, P. & Kievit, R. (2020). The development of academic achievement and cognitive abilities: A bidirectional perspective. Child Development Perspectives, 14, 15–20. doi:https://doi.org/10.1111/cdep.12352.
Toste, J. R., Didion, L., Peng, P., Filderman, M. J. & McClelland, A. M. (2020). A meta-analytic review of the relations between motivation and reading achievement for K-12 students. Review of Educational Research, 90, 420–456. doi:10.3102/0034654320919352.
Zhang, Z., Peng, P. & Zhang, D. L. (2020). Executive function in high-functioning Autism Spectrum Disorder: A meta-analysis of fMRI studies. Journal of Autism and Developmental Disorders. doi:10.1007/s10803-020-04461-z.
Peng, P., Lin, X., Ünal, Z. E., Lee, K. J., Namkung, J., Chow, J. & Sales, A. (2020). Examining the mutual relations between language and mathematics: A meta-analysis. Psychological Bulletin, 146(7), 595–634. doi:10.1037/bul0000231.
Peng, P., Fuchs, D., Fuchs, L., Cho, E., Elleman, A. M., Kearns, D. M., Patton, S. & Compton, D. L. (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, 454–468. doi:10.1177/0022219420931818.
Liu, X. Y.., Peng, X. R.., Peng, P.., Li, L. L.., Lei, X.. & Yu, J.. (2020). The age differences of sleep disruption on mood states and memory performance. Aging & Mental Health, 24, 1444–1451. doi:https://doi.org/10.1080/13607863.2019.1603286.
Peng, P. & Goodrich, M. (2020). The cognitive element model of reading instruction. Reading Research Quarterly, 55(S1), S77–S88. doi:10.1002/RRQ.336.
Yan, N., Ansari, A. & Peng, P. (2020). Reconsidering the relation between parental functioning and child externalizing behaviors: A meta-analysis on child-driven effects. Journal of Family Psychology. doi:10.1037/fam0000805.
Ren, X. Z., Tong, Y., Peng, P. & Wang, T. F. (2020). Critical thinking predicts academic performance beyond general cognitive abilities: Evidence from adults and children. Intelligence. doi:https://doi.org/10.1016/j.intell.2020.101487.
Peng, P. & Lin, X. (2019). The relation between mathematics vocabulary and mathematics performance among fourth graders. Learning and Individual Differences, 69, 10–21. doi:10.1016/j.lindif.2018.11.006.
Yang, X. J., Peng, P. & Meng, X. Z. (2019). Contributions of domain-general processing to Chinese reading: The mediation effect of domain-specific processing. Frontiers in Psychology. doi:10.3389/fpsyg.2018.02670.
Namkung, J., Peng, P., Goodrich, M. & Molfese, V. (2019). Exploring growth trajectories of informal and formal mathematics skills among prekindergarten children struggling with mathematics. Learning Disability Quarterly, 42, 80–91. doi:https://doi.org/10.1177/0731948718786030.
Namkung, J., Peng, P. & Lin, X. (2019). The relation between mathematics anxiety and mathematics performance among school-aged students: A meta-analysis. Review of Educational Research, 89, 459–496. doi:doi.org/10.3102/0034654319843494.
Lin, X., Peng, P. & Luo, H. J. (2019). The deficit profile of elementary students with computational difficulties versus word problem-solving difficulties. Learning Disability Quarterly. doi:https://doi.org/10.1177/0731948719865499.
Liu, J., Peng, P. & Luo, L. (2019). The relation between family socioeconomic status and academic achievement in China: A meta-analysis. Educational Psychology Review. doi:https://doi.org/10.1007/s10648-019-09494-0.
Peng, P., Wang, T. F., Wang, C.C. & Lin, X. (2019). A Meta-analysis on the relation between fluid intelligence and reading/mathematics: Effects of tasks, age, and social economics status. Psychological Bulletin, 145(2), 189–236. doi:10.1037/bul0000182.
Peng, P., Fuchs, D., Fuchs, L., Elleman, A. M., Kearns, D., Gilbert, J. K., Compton, D., Cho, E. & Patton, S. (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. doi:https://doi.org/10.1177/0022219418809080.
Yang, X. J., Peng, P. & Meng, X. Z. (2019). How do metalinguistic awareness, working memory, reasoning, and inhibition contribute to Chinese character reading of kindergarten children?. Infant and Child Development, 28. doi:10.1002/icd.2122.
Peng, P., Wang, C.C. & Namkung, J. (2018). Understanding the cognition related to mathematics difficulties: A meta-analysis on the cognitive deficit profiles and the bottleneck theory. Review of Educational Research, 88, 434–476. doi:https://doi.org/10.3102/0034654317753350.
Peng, P., Barnes, M., Wang, C.C., Wang, W., Swanson, L., Dardick, W., Li, S. & Tao, S. (2018). A meta-analysis on the relation between reading and working memory. Psychological Bulletin(144), 48–76. doi:http://dx.doi.org/10.1037/bul0000124.
Filderman, M.J., Toste, J.R., Didion, L.A., Peng, P. & Clemens, N.H. (2018). Data-based decision making in reading interventions: A synthesis and meta-analysis of the effects for struggling readers. Journal of Special Education. doi:https://doi.org/10.1177/0022466918790001.
Fuchs, D., Kearns, D.M., Fuchs, L.S., Elleman, A.M., Gilbert, J.K., Patton, S., Peng, P. & Compton, D. (2018). Using moderator analysis to identify the first-grade children who benefit most and least from a reading comprehension program: A step towards Aptitude-by-Treatment interaction. Exceptional Children. doi:https://doi.org/10.1177/0014402918802801.
Sun, C.Y., Branum-Martin, L., Peng, P. & Tao, S. (2018). Phonology, orthography and decoding skills within and across English and Chinese. Scientific Studies of Reading. doi:https://doi.org/10.1080/10888438.2018.1466302.
Namkung, J. & Peng, P. (2018). Learning disabilities. The SAGE Encyclopedia of Research, Measurement, and Evaluation (Vol. 3, pp. 953–956). Thousand Oaks, CA: SAGE Publications, INC..
Fuchs, D., Hendricks, E., Walsh, M.E., Fuchs, L., Gilbert, J., Tracy, W.Z., Patton, S., Davis-Perkins, N., Kim, W., Elleman, A.M. & Peng, P. (2018). Evaluating a multidimensional reading comprehension program and reconsidering the lowly reputation of tests of near-transfer. Learning Disabilities Research & Practice, 33, 11–23. doi:10.1111/ldrp.12162.
Peng, P. & Fuchs, D. (2017). A randomized control trial of working memory training with and without strategy instruction: Effects on young childrens working memory and comprehension.. Journal of Learning Disabilities(50), 62–80. doi:10.1177/0022219415594609.
Peng, P., Yang, X.J. & Meng, X.Z. (2017). The relation between Approximate Number System and early arithmetic: The mediation role of numerical knowledge. Journal of Experimental Child Psychology, 157, 111–124. doi:https://doi.org/10.1016/j.jecp.2016.12.011.
Peng, P., Wang, C.C., Tao, S. & Sun, C.Y. (2017). The deficit profiles of Chinese children with reading difficulties: A meta-analysis. Educational Psychology Review, 29, 513–564. doi:10.1007/s10648-016-9366-2.
Gui, W.J., Li, H.J., Guo, Y.H., Peng, P., Lei, X. & Yu, J. (2017). Age-related differences in sleep-based memory consolidation: A meta-analysis. Neuropsychologia, 97, 46–55. doi:http://dx.doi.org/10.1016/j.neuropsychologia.2017.02.001.
Fuchs, D., Patton, S., Fuchs, L., Gilbert, J., Walsh, M., Lute, N., Haga, L., Peng, P. & Elleman, A. (2017). Combining reading comprehension instruction with cognitive training to provide intensive instruction to at-risk students. Handbook on RTI and MTSS. Boston: Routledge.
Peng, P., Namkung, J., Fuchs, D., Fuchs, L., Patton, S., Yen, L., Compton, D., Zhang, W.J., Miller, A. & Hamlett, C. (2016). A longitudinal study on predictors of early calculation development among young children at-risk for learning difficulties. Journal of Experimental Child Psychology, 152, 221–241. doi:http://dx.doi.org/10.1016/j.jecp.2016.07.017.
Peng, P. & Miller, A. (2016). Does attention training work? A meta-analysis to explore the effects of attention training and moderators. Learning and Individual Differences, 45, 77–87. doi:10.1016/j.lindif.2015.11.012.
Peng, P. & Fuchs, D. (2016). A meta-analysis of working memory deficits in children with learning difficulties: Is there a difference between verbal domain and numerical domain?. Journal of Learning Disabilities, 49, 2–20. doi:10.1177/0022219414521667.
Peng, P., Namkung, J., Barnes, M. & Sun, C.Y. (2016). A meta-analysis of mathematics and working memory: Moderating effects of working memory domain, type of mathematics skill, and sample characteristics. Journal of Educational Psychology, 108, 455–473. doi:http://dx.doi.org/10.1037/edu0000079.
Yu, J., Cheng, H. & Peng, P. (2016). Using a pictorial timeline to assess age-related changes in time estimation of daily events. Acta Psychologica, 164, 455–473. doi:http://dx.doi.org/10.1037/edu0000079.
Toste, J., Heath, N., Connor, C. & Peng, P. (2015). Reconceptualizing teacher-student relationships: Applicability of the working alliance within classroom contexts. The Elementary School Journal, 116, 30–48. doi:10.1086/683110.
Peng, P., Tao, S. & Li, B.L. (2013). The deficits profile of working memory, inhibition, and updating in Chinese children with reading difficulties. Learning and Individual Differences, 25, 111–117. doi:10.1016/j.lindif.2013.01.012.
Peng, P., Sun, C.Y., Li, B.L. & Tao, S. (2012). The phonological storage and executive function deficits in children with mathematics difficulties. Journal of Experimental Child Psychology, 112, 452–466. doi:10.1016/j.jecp.2012.04.004.
Sun, C.Y., Peng, P., Cheng, H.X. & Tao, S. (2012). The role of processing and storage of English and Chinese working memory in English reading comprehension among Chinese middle school students. Psychological Development and Education, 28, 61–69.
Tao, S. & Peng, P. (2010). What are English word decoding skills for Chinese children: The construct and assessment. Foreign Language Teaching and Research, 42, 229–231.
Peng, P. & Tao, S. (2009). Native Chinese-speaking children learning to read English: The role of decoding, English language comprehension, and general ability. Foreign Language Teaching and Research, 41, 30–37.
Tang, J. Q., Peng, P., Zhang, L. M., Ding, N. & Zhao, J. J. (n.d.). Phonological deficits in the co-occurrence of reading and mathematical difficulties in Chinese. Reading and Writing. doi:https://doi.org/10.1007/s11145-025-10749-2.
Exploring Cognitive and Foundational Processes Underlying Pre-algebra among Students with and without Mathematics Learning Difficulties, Co-Principal Investigator, R324A200165
This project is funded by Institute of Education Sciences. The purpose of this project is to explore the domain-general cognitive and domain-specific foundational processes that underlie pre-algebra. Specifically, the project will (a) identify explicit links among cognitive and foundational processes, and pre-algebra competence among seventh graders with mathematics learning difficulties (MD) versus typically developing students (TYP), (b) explore whether cognitive processes indirectly contribute to pre-algebra competence through foundational mathematics processes for students with MD vs. TYP, and (c) explore factors (i.e., MD severity and comorbidity with reading difficulties) that moderate the relation between the cognitive processes and language, and pre-algebra. The findings of the proposed study will build theoretical foundations for understanding the differentiated role of cognitive and foundational processes that underlie pre-algebra competence. This will advance assessment and instructional practices that account for the weaknesses in those processes for students with MD.
This project is funded by Institute of Education Sciences. The purpose of this project is to explore the domain-general cognitive and domain-specific foundational processes that underlie pre-algebra. Specifically, the project will (a) identify explicit links among cognitive and foundational processes, and pre-algebra competence among seventh graders with mathematics learning difficulties (MD) versus typically developing students (TYP), (b) explore whether cognitive processes indirectly contribute to pre-algebra competence through foundational mathematics processes for students with MD vs. TYP, and (c) explore factors (i.e., MD severity and comorbidity with reading difficulties) that moderate the relation between the cognitive processes and language, and pre-algebra. The findings of the proposed study will build theoretical foundations for understanding the differentiated role of cognitive and foundational processes that underlie pre-algebra competence. This will advance assessment and instructional practices that account for the weaknesses in those processes for students with MD.
Project AIM: The Network Meta-analysis of Active Ingredients of Mathematics Instruction, Principal Investigator, 2405797, 2024-2027
This project is funded by National Science Foundation. It is a comprehensive systematic review and network meta-analysis of research on the impact of mathematics interventions on mathematics outcomes for Grades PreK to 12 students. The goal of this project is to explore 1) the effectiveness of mathematics intervention with different combinations of instructional and affective components on mathematics outcomes among PreK-12 students with and without mathematics difficulties and 2) for whom, on what mathematics outcomes, and under what conditions mathematics interventions and combinations of intervention components work the best. This study will focus on evidence-based mathematics instruction tapping the following components: Worked examples, mathematics language, multiple representation, number lines, word problems, mathematics fluency, mathematics motivation, mathematics anxiety, and engagement. This meta-analysis will include studies that employ rigorous experimental group designs. Methods will include network meta-analysis, moderation analyses, and assessments of bias and missing data. For the network meta-analysis, this project will adopt both standard and component models to estimate the main effect as well as interaction effects among different skills and strategies. Findings from this study will not only help understand how different instructional strategies and skills are connected, but will also guide practitioners in choosing the most effective ways to help students improve mathematics performance.
This project is funded by National Science Foundation. It is a comprehensive systematic review and network meta-analysis of research on the impact of mathematics interventions on mathematics outcomes for Grades PreK to 12 students. The goal of this project is to explore 1) the effectiveness of mathematics intervention with different combinations of instructional and affective components on mathematics outcomes among PreK-12 students with and without mathematics difficulties and 2) for whom, on what mathematics outcomes, and under what conditions mathematics interventions and combinations of intervention components work the best. This study will focus on evidence-based mathematics instruction tapping the following components: Worked examples, mathematics language, multiple representation, number lines, word problems, mathematics fluency, mathematics motivation, mathematics anxiety, and engagement. This meta-analysis will include studies that employ rigorous experimental group designs. Methods will include network meta-analysis, moderation analyses, and assessments of bias and missing data. For the network meta-analysis, this project will adopt both standard and component models to estimate the main effect as well as interaction effects among different skills and strategies. Findings from this study will not only help understand how different instructional strategies and skills are connected, but will also guide practitioners in choosing the most effective ways to help students improve mathematics performance.
Outstanding Reviewer - Review of Educational Research, American Educational Research Association (2022)
Outstanding Reviewer - Review of Educational Research, American Educational Research Association (2021)
Outstanding Reviewer - Review of Educational Research, American Educational Research Association (2020)
Dean's Fellow, College of Education, The University of Texas at Austin (2019)
IDA 2018 Early Career Researcher Award, International Dyslexia Association (2018)
The Robert Gaylord-Ross Award for Excellence in Scholarly Writing, Department of Special Education, Peabody College at Vanderbilt University (2014)
Young Scholar Travel Award, International Society for the Study of Behavioral Development (2012)
Chi Ma (Supervisor)
Meshal Alafeasi (Supervisor)
Sen Li (Supervisor)
Qiyun Wang (Supervisor)
My research focuses on the intersection of psychological factorssuch as motivation and emotionand the academic achievement of students. My current work may investigate whether a growth mindset can buffer the negative impact of math anxiety on children's math performance. Ultimately, I aim for my research to bridge the gap between theory and practice, leading to evidence-based interventions that empower all learners.
My research focuses on the intersection of psychological factorssuch as motivation and emotionand the academic achievement of students. My current work may investigate whether a growth mindset can buffer the negative impact of math anxiety on children's math performance. Ultimately, I aim for my research to bridge the gap between theory and practice, leading to evidence-based interventions that empower all learners.
Shuxin Liu (Supervisor)
Zheng Zhang, Ph.D., 2021 (Supervisor)
Yale University
Yale University
| Year | Semester | Course |
|---|---|---|
| 2024 | Spring | ALD 322: Individual Differences |
| 2024 | Spring | SED 396R: Appl Of Synthesis Methods |
| 2023 | Fall | SED 372: Assmt Indivs With Mild/Mod Dis |
| 2023 | Fall | SED 380: 18-Cultural/Lingstc Diversity |
| 2023 | Spring | SED 380: Cult Ling Diversity In Sped |
| 2023 | Spring | ALD 322: Individual Differences |
| 2022 | Fall | SED 372: Assmt Indivs With Mild/Mod Dis |
| 2022 | Fall | SED 380: 18-Cultural/Lingstc Diversity |
| 2022 | Spring | SED 380: Cult Ling Diversity In Sped |
| 2022 | Spring | ALD 322: Individual Differences |
| 2021 | Fall | SED 372: Assmt Indivs With Mild/Mod Dis |
| 2021 | Fall | SED 380: 18-Cultural/Lingstc Diversity |
| 2021 | Spring | SED 380: 18-Cultural/Lingstc Diversity |
| 2021 | Spring | ALD 322: Individual Differences-Wb |
| 2020 | Fall | SED 372: Assmt Indivs With Mild/Mod Dis |
| 2020 | Fall | SED 380: 18-Cultural/Lingstc Diversity |
| 2019 | Fall | SED 372: Assmt Indivs With Mild/Mod Dis |
| 2019 | Fall | SED 380: 10-Cul/Ling Divr Sed/Reh Couns |
| 2019 | Spring | SED 393: 5-Appld Rsch In Sed/Rehab Coun |
Review of Education Research Features article by Toste and Peng
Dr. Peng Peng was selected as the associate editor for the Learning and Individual Differences
Department of Special Education Associate Professor Peng Peng was selected as the associate editor for the Learning and Individual Differences journal, which has an impact factor of 3.8.
