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, the associate editor of Reading and Writing, and serves on the editorial board of Psychological Bulletin, Review of Educational Research, Journal of Educational Psychology, Journal of Learning Disabilities, Learning Disabilities Research and Practice, and Annals of Dyslexia.
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.
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.
|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|