- Peng Peng
Dr. Peng Peng's research aims to bridge cognitive psychology and special education. He is interested in embedding high-level cognitive skills training into academic instructions for children with severe learning difficulties. In particular, he has been working on projects to design instruction that can incorporate cognitive strategy, meta-cognition, and reading skills. Another line of his research is meta-analysis that examines reading and mathematics learning across cultures and languages. Currently, he is working on several meta projects to investigate the bidirectional relation (and mechanism) between general cognition and learning during development.
Dr. Peng Peng's work has been published in journals including Psychological Bulletin, Review of Educational Research, Journal of Educational Psychology, Journal of Learning Disabilities, Educational Psychology Review, Learning and Individual Differences, Exceptional Children, Scientific Studies of Reading, Child Development Perspectives, Journal of Special Education, Learning Disability Quarterly, and Journal of Experimental Child Psychology. He is the recipient of 2018 Early Career Award from International Dyslexia Association and currently serves on the editorial board of Psychological Bulletin, Review of Educational Research, Journal of Educational Psychology, and Journal of Learning Disabilities.
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 training into academic instructions for children with severe learning disabilities that address the cognitive impairments underlying those disabilities.
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 - Present)
Panelist, Review Panel for National Science Foundation's (NSF's) Education and Human Resources Core Research (ECR) program, National Science Foundation(2016)
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. 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. doi: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.
Peng, P. & Lin, X. (2019). The relation between mathematics vocabulary and mathematics performance among fourth graders. Learning and Individual Differences, 69, 10–21. https://www.sciencedirect.com/science/article/pii/S1041608018301821?dgcid=author. 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.
Liu, X. Y.., Peng, X. R.., Peng, P.., Li, L. L.., Lei, X.. & Yu, J.. (2019). The age differences of sleep disruption on mood states and memory performance. Aging & Mental Health. doi:https://doi.org/10.1080/13607863.2019.1603286.
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. https://psycnet.apa.org/record/2019-01878-003. 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 children's 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.
Exploring Cognitive and Foundational Processes Underlying Pre-algebra among Students with and without Mathematics Learning Difficulties
Co-Principal Investigator, R324A200165, 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.
Outstanding Reviewer for 2019, American Educational Research Association (2020)
Dean's Fellow, College of Education, The University of Texas at Austin (2019)
IDA's 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)
Zheng Zhang (Supervisor)
|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|