Embedding high-level cognitive skills training into academic instructions for children with severe learning difficulties
Meta-analyses that examine factors associated with reading and mathematics learning across cultures and languages
Research Projects and Grants
Exploring Cognitive and Foundational Processes Underlying Prealgebra Among Students With and Without Mathematics Learning Disabilities, Institute of Education Sciences (R324A200165), 2021–2025, $1,399,974, Co-Principal Investigator
Investigating Effective Methods That Adults Use to Improve Children’s Math Achievement in Informal Learning Environments: A Meta-Analysis, National Science Foundation (2000292), 2020–2023, $490,747, Consultant (Principal Investigator: Gena Nelson, Ph.D., Boise State University)
Editorial Review Boards
Member: International Society for Autism Research, Council for Exceptional Children: Division for Psychological Bulletin
Review of Educational Research
Journal of Educational Psychology
Journal of Learning Disabilities
Recent Awards
Outstanding Reviewer for 2019, American Educational Research Association, 2020
Dean’s Fellow, College of Education, The University of Texas at Austin, 2019
Early Career Researcher Award, International Dyslexia Association, 2018
Representative Publications
Peng, P., Lin, X., Ünal, Z. E., Lee, K., Namkung, J., Chow, J., & Sales, A. (2020). Examining the mutual relations between language and mathematics: A meta-analysis. Psychological Bulletin, 146(7), 595–634. https://doi.org/10.1037/bul0000231
Peng, P., & Kievit, R. (2020). The development of academic achievement and cognitive abilities: A bidirectional perspective. Child Development Perspectives, 14, 15–20. https://doi.org/10.1111/cdep.12352
Peng, P., & Goodrich, M. (2020). The cognitive element model of reading instruction. Reading Research Quarterly. doi:10.1002/RRQ.336
Peng, P., Wang, T., Wang, 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://doi.org/10.1037/bul0000182
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. 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. https://doi.org/10.1037/bul0000124
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(4), 455–473. https://doi.org/10.1037/edu0000079
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. https://doi.org/10.1177/0022219415594609
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. https://doi.org/10.1177/0022219414521667
