Photo of Peng Peng

Research Interests

  • 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

  • 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.

Peng, P., & Kievit, R. (2020). The development of academic achievement and cognitive abilities: A bidirectional perspective. Child Development Perspectives, 14, 15–20.

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.

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.

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.

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.

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.

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.