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.
Zhang, W., Peng, P., Peng, C., Zhang, L. & Wang, Y. (2024). 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.
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.
Liu, Y. T., Peng, P. & Yan, X. Y. (2024). Early numeracy and mathematics development: A longitudinal meta-analysis on the prediction nature of early numeracy. Journal of Educational Psychology.
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.
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.
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.