Peng Peng

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, Contemporary Educational Psychology(2023)

Editorial Board Member, Learning Disabilities Research and Practice(2022 - Present)

Scientific Advisory Board, Committee, International Dyslexia Association’s (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 - Present)

Panelist, Review Panel for Education and Human Resources Core Research (ECR) program, National Science Foundation(2016)

Liu, J., Peng, P., Zhao, B. B. & Luo, L. (2023). Socioeconomic status and academic achievement across the world: A meta-analytic review. Educational Psychology Review, 34, 2867–2896. doi:https://doi.org/10.1007/s10648-022-09689-y.

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.

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.

Cooper, S., Hebert, M., Goodrich, J. M., Leiva, S., Lin, X., Peng, P. & Nelson, J. R. (2022). Effects of automaticity training on reading performance: A meta-analysis. Journal of Behavioral Education. doi:https://doi.org/10.1007/s10864-022-09480-7.

Filderman, M. J., Toste, J. R., Didion, L. & Peng, P. (2022). Data literacy training for K–12 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 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 - 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)

Review of Education Research Features article by Toste and Peng