CURRICULUM VITA Peng Peng

Peng Peng, Ph.D. Assistant Professor Department of Special Education and Communication Disorders University of Nebraska, Lincoln Email: [email protected] https://scholar.google.com/citations?user=p2Uy0wYAAAAJ&hl=en https://www.researchgate.net/profile/Peng_Peng2

EDUCATION Sep. 2009 - May. 2014 Ph.D. in Education, the Department of Special Education, Vanderbilt University Sep. 2006 - Jul. 2009 M.S. in Educational and Developmental Psychology, The National Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University Sep. 2002 - Jul. 2006 B.S. in Psychology, School of Psychology, Beijing Normal University Sep. 2003 - Jul. 2006 B.A. in English Language and Literature, School of Foreign Languages and Literatures, Beijing Normal University

EMPLOYMENT Aug. 2016 - present, Assistant Professor, the Department of Special Education and Communication Disorders, University of Nebraska, Lincoln Aug. 2014 – July. 2016, Assistant Professor, the Department of Special Education and Disability Studies, George Washington University Jun. 2014 - Feb. 2015 Research Consultant, the Department of Special Education, Vanderbilt University Sep. 2009 - Jan. 2014 Research Assistant, the Department of Special Education, Vanderbilt University

PUBLICATIONS Peng, P., Wang, C. C., & Namkung, J. (in press) Understanding the cognition related to mathematics difficulties: A meta-analysis on the cognitive deficit profiles and the bottleneck theory. Review of Educational Research. Advance online publication. https://doi.org/10.3102/0034654317753350 Fuchs, D., Hendricks, E., Walsh, M. E., Fuchs, L. S., Gilbert, J. K., 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. doi: 10.1111/ldrp.12162 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. http://dx.doi.org/10.1037/bul0000124 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. http://dx.doi.org/10.1016/j.jecp.2016.12.011 CURRICULUM VITA Peng Peng

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, http://dx.doi.org/10.1016/j.neuropsychologia.2017.02.001 Fuchs, D., Patton, S. III, Fuchs, L.S., Gilbert, J.K., 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. In M. Kennedy and P. Pullen (Eds.), Handbook on RTI and MTSS. Boston: Routledge Peng, P., Namkung, J., Fuchs, D., Fuchs, L., Patton, S., Yen, L., Compton, D. L., 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. http://dx.doi.org/10.1016/j.jecp.2016.07.017 Peng, P., & Miller, A. C. (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(4), 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, 19-26. doi:10.1016/j.actpsy.2015.12.003 Toste, J. R., Heath, N. L., Connor, C. M., & 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(4), 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 (in Chinese). Psychological Development and Education, 28(1), 61- 69. Tao, S., & Peng, P. (2010).What are English word decoding skills for Chinese children: The construct and assessment (in Chinese). Foreign Language Teaching and Research, 42, 229-231. Peng, P., & Tao, S. (2009). Native Chinese-speaking children learning to read English: The role of CURRICULUM VITA Peng Peng

decoding, English language comprehension, and general ability (in Chinese). Foreign Language Teaching and Research, 41, 30-37.

MANUSCRIPT IN PROGRESS Peng, P., Fuchs, D., Fuchs, L., Elleman, A. M., Kearns, D. M., Gilbert, J., Compton, D. L., Cho, E., & Patton, S., (under review). Early word reading and reading comprehension development among at-risk readers. Peng, P., & Lin, X. (under review). The role of mathematics vocabulary in mathematics performance among intermediate graders. Filderman, M., Toste, J., Didion, L., Clemens, N., & Peng, P. (under review). Data-based decision making in reading interventions: A synthesis of the effects for struggling readers. Yang, X. J., Peng, P., McBride, C., & Meng, X. Z. (under review). Domain-general precursors of Chinese reading acquisition in beginning readers: The mediation effect of domain-specific processing. Sun, C. Y., Branum-Martin, L., Tao, S., & Peng, P. (revise and resubmit). Phonology, orthography and decoding skills within and across English and Chinese. Namkung, J., Peng, P., Goodrich, M., & Molfese, V. (under review). Growth patterns in informal versus formal mathematics knowledge among children with and without mathematics learning difficulties Fuchs, D., Elleman, A. M., Fuchs, L., Peng, P., Kearns, D. M., Compton, D. L., Gilbert, J., Patton, S., Steacy, L. M., Toste, J. R., & Miller, A. (revise and resubmit). A randomized control trial of explicit instruction with and without cognitive training to strengthen the reading comprehension of poor readers in first grade. Peng, P., & Fuchs, D. (in preparation). Exploring the growth trajectories of early reading comprehension and word problems among at-risk children. Peng, P., & Zhang, Z. (in preparation). Revisit the structure of executive functioning and its role in academic performance: Testing a structure-domain integration model. Peng, P., & Zhang, Z. (in preparation). Neuroscience evidence on the development of executive functions: A meta-analysis on the structure and domain-specificity. Peng, P., Wang, C. C., & Wang, T. F. (in preparation). A meta-analysis on the relation between fluid and crystallized intelligence: Effects of task types, reciprocity, age, and social economics status Peng, P., Yang, X. J., & Meng, X. Z. (in preparation). Early predictors on reading and mathematics among Chinese children. Powell, S., Nelson, G., & Peng, P. (in preparation). Mathematics trajectories from preschool to postsecondary: The predictive nature of mathematics performance. Yan, N., & Peng, P. (in preparation). Reconsidering the relation between parental functioning and child externalizing behaviors: A meta-analysis on child-driven effects Toste, J. R., Connor, C. M., & Peng, P. (in preparation). Teacher perceptions of students’ academic competence and problem behaviors: Does awareness of student difficulties impact literacy instruction? Toste, J. R., Peng, P., Didion, L., & McClelland, A. (in preparation). Relations between motivational processes and reading achievement: A meta-analysis.

HONORS CURRICULUM VITA Peng Peng

The Robert Gaylord-Ross Award for Excellence in Scholarly Writing, Department of Special Education, Peabody College at Vanderbilt University, 2014 Peabody SEE research fund ($1,000), Peabody College at Vanderbilt University, 2014 Peabody Semmel Award ($500), Peabody College at Vanderbilt University, 2014 Peabody Conference Travel Award ($750), Peabody College at Vanderbilt University, 2014 Peabody Conference Travel Award ($750), Peabody College at Vanderbilt University, 2014 Peabody Conference Travel Award ($750), Peabody College at Vanderbilt University, 2013 Peabody Conference Travel Award ($750), Peabody College at Vanderbilt University, 2013 Chinese Government Award for Outstanding Self-financed Students Abroad ($6000), China Scholarship Council, 2013 International Society for the Study of Behavioral Development 2012 Biennial Meeting Young Scholar Travel Award ($1100) in Canada, International Society for the Study of Behavioral Development, 2012 Peabody Conference Travel Award ($750), Peabody College at Vanderbilt University, 2012 Vanderbilt Conference Travel Award ($500), Vanderbilt University, 2012 Vanderbilt Conference Travel Award ($500), Vanderbilt University, 2011 Peabody Conference Travelling Award ($750), Peabody College at Vanderbilt University, 2011 Peabody Dean’s Fellowship ($5000/year), Vanderbilt University, 2009-2013 Graduate Assistantship ($16000/year), Vanderbilt University, 2009-2013 The Government Scholarship ($5000), Beijing Normal University, 2006-2009 International Conference Travel Award for the 20th ISSBD Conference in Germany ($1000), Beijing Normal University, 2008 National Conference Travel Award for the 11th Chinese Academic Conference of Psychology in Henan Province ($200), Beijing Normal University, 2007 National Conference Travel Award for 2006 Chinese Academic Conference of Educational and Developmental Psychology in Guangdong Province ($200), Beijing Normal University Outstanding Baccalaureate Thesis, Beijing Normal University, 2006 Outstanding Academic Scholarship ($200), Beijing Normal University, 2006 Outstanding Academic Scholarship ($100), Beijing Normal University, 2004 Outstanding Social Work Scholarship ($100), Beijing Normal University, 2004

Service Journal Guest Reviewer: Child Development 2015- (2) Review of Educational Research 2017- (1) Journal of Educational Psychology 2016- (1) Exceptional Children 2015- (3) Educational Psychology Review 2016- (1) Contemporary Educational Psychology 2016- (1) Child Neuropsychology 2017-(2) Early Childhood Research Quarterly 2017-(1) Journal of Learning Disabilities 2015- (8) CURRICULUM VITA Peng Peng

Journal of Communication Disorders 2017- (1) Journal of Experimental Child Psychology 2016- (4) Learning and Individual Differences 2017-(1) Scientific Studies of Reading 2016- (2) Reading and Writing 2016 - (2) Educational Psychology 2014- (2) Second Language Research 2014- (1) Assessment for Effective Intervention 2014- (5) International Journal of Psychology 2015- (1) Educational Research and Reviews 2013- (2) Panel reviewer: Member, Review Panel for National Science Foundation’s (NSF’s) Education and Human Resources Core Research (ECR) program. 2016 Conference Reviewer: American Educational Research Association Conference Proposal Reviewer 2014- (80)

GRANT University Facilitating Fund ($8,325), George Washington University, 2015. Principal Investigator

PRESENTATIONS Peng, P., Fuchs, D., Fuchs, L., Patton, S., Yen, L., Compton, D. L., Zhang, W. J., Miller, A. & Hamlett, C. (2018). Early word reading and reading comprehension development among at-risk readers. Paper presentation at Oral presentation at American Educational Research Association annual conference, NYC, NY. Peng, P. (2018). Understanding the cognition related to mathematics difficulties: A meta-analysis on the cognitive deficit profiles and the bottleneck theory. Oral presentation at 2018 conference of Society for Research on Educational Effectiveness, Washington, DC. Sun, C.Y., Branum-Martin, L. Tao, S., & Peng, P. (2017, February). Phonology, Orthography and Decoding Skills within and across English and Chinese. Poster presented at the 25th Annual Pacific Coast Research Conference (PCRC), California, USA Peng, P. (2017, April). A meta-analysis on the relation between reading and working memory. Poster presented at 2017 conference of Society for Research in Child Development, Austin, TX. Peng, P. (2017, February). Investigating the relation between reading and working memory. Poster presented at 2017 conference of Society for Research on Educational Effectiveness, Washington, DC Koh, P.W., Erbeli, F., Moxley, J., Shenoy, S., Zhang, C., Peng, P., & Wagner, R.K. (February 2016). Examining Evidentiary Value of Deficits in Reading-related skills of Chinese-speaking Children with Reading Disabilities. Poster presentation at the 2nd Annual Conference of the Association of Reading and Writing in Asia, Hong Kong, China. Martinez-Lincoln, A, Peng, P., Forsyth, S., & Barnes, M.A. (2016). Systematic review of math performance in students with specific language impairments: Preliminary findings. Presented at the bi-annual meeting of the National Center for Leadership in Intensive Intervention, Dallas, TX. CURRICULUM VITA Peng Peng

Fuchs, D., Fuchs, L., Peng, P., Miller, A., Gilbert, J., Compton, D., Kearns, D., Patton, S., & Elleman, A. (2016). First Grade Reading and Math Study. Presentation at 23rd Annual Meeting Society for the Scientific Study of Reading, Porto, Portugal. Patton, S. A., Fuchs, D., Fuchs, L., Peng, P., Davis, N., Elleman, A., Yen, L. & Compton, D. (2016, February). Investigating cognitive moderators of comprehension outcomes for struggling readers in the elementary grades. Poster session presented at the Pacific Coast Research Conference, Coronado, CA. Fuchs, D., Fuchs, L., Patton, S., Walsh, M., Gilbert, J., Yen, L., Hendricks, E., Kim, W., Peng, P., & Elleman, A. (2015). Accelerating the Academic Achievement of Students with Severe and Persistent Learning Problems: Combining Cognitive Training with Direct Instruction. Presentation at 2015 IES PI Conference, Washington, DC. Peng, P., Namkung, J. M., 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. Oral presentation at American Educational Research Association annual conference, Washington, DC. Peng, P., Namkung, J. M., & Barnes, M. A. (2015). Mathematics and Working Memory: A Meta-Analysis to Explore the Moderation Effects of Domains of Working Memory, Type of Mathematics Skills, Sample Characteristics, and Mathematics Assessment. Poster presentation at 2015 American Educational Research Association annual conference, Chicago, IL. Peng, P., Namkung, J. M., & Barnes, M. A. (2015). The Relationship between Mathematics and Working Memory: A Meta-Analysis. Poster presentation at 2015 Pacific Coast Research Conference, San Diego, CA. Patton, S., Fuchs, D., Peng, P., Fuchs, L., & Compton, D. (2015). Training verbal working memory in dyads of first graders with reading difficulties. Poster session presented at the Pacific Coast Research Conference, Coronado, CA. Fuchs, D., Peng, P., Elleman, A., Kearns, D., Fuchs, L., Compton, D., Patton, S., Steacy, L., Toste, J., & Miller, A. (2015). Exploring the Value of Working Memory Training When Combined with Skills-Based Instruction in Reading Comprehension for Young At-Risk Students. Oral presentation at 2015 conference of Society for Research on Educational Effectiveness, Washington, DC. Peng. P., & Fuchs, D. (2014). Verbal Working Memory Training and Transfer to Comprehension Skills for First Graders with Low Comprehension Skills: Drill and Practice vs. Rehearsal Training. Poster presentation at 2014 American Educational Research Association, Philadelphia, PA. Peng. P., & Fuchs, D. (2014). Verbal Working Memory Training and Transfer to Comprehension Skills for First Graders with Low Comprehension Skills: Drill and Practice vs. Rehearsal Training. Poster presentation at the annual Pacific Coast Research Conference, PCRC, San Diego, CA. Fuchs, D., Elleman, A., Kearns, D., Peng, P., Fuchs, L., Compton, D., Patton, S., Toste, J., & Miller, A. (2014). Reading comprehension instruction for first-grade struggling readers: Findings from the fourth year of a program of research. In D. Fuchs (Chair), Reading comprehension: Possible determinants and a program to strengthen it. Pacific Coast Research Conference, Coronado, CA. Fuchs, D., Fuchs, L., Elleman, A., Kearns, D., Peng, P., Miller, A., Patton, S., Compton, D., Yen, L., & Zhang, W. (2013). Strengthening reading comprehension among at-risk first graders. In D. Fuchs CURRICULUM VITA Peng Peng

(Chair), New directions in intervention research. Pacific Coast Research Conference. Mission Bay, CA. Peng. P., & Fuchs, D. (2013). The efficacy of reading and math tutoring programs for first graders at risk for learning difficulties. Oral presentation at the Council for Exceptional Children, San Antonio. Elleman, A.M., Fuchs, D., Kim, J. K., Fuchs, L.S., Compton, D.L., Peng, P., Kearns, D.M., Patton, S.A., & Yen Haga, L. (2012). Considering sensitivity: A construct and psychometric evaluation of a battery of tests designed to assess comprehension growth for at-risk first graders. Society for the Scientific Study of Reading. Montreal, Canada. Peng, P., Fuchs, D., Kearns, D., Elleman, A., Fuchs, L., Compton, D., … Loulee Yen (February, 2013) Exploring the effects of a first-grade tutoring program to strengthen word reading and comprehension for at risk students. Poster presentation at the 19th Annual Meeting Society for the Scientific Study of Reading, Montreal, Canada. Fuchs, D., Fuchs, L., Elleman, A., Kearns, D., Peng, P., Miller, A., Patton, S., Compton, D., Yen, L., & Zhang, W. (2013). Strengthening reading comprehension among at-risk first graders. In D. Fuchs (Chair), New directions in intervention research. Pacific Coast Research Conference. Mission Bay, CA. Toste, J. R., Fuchs, D., Peng, P., Fuchs, L. S., & Compton, D. L. (February, 2013). Quality of relationship as a regulator of response to intervention for struggling readers in the first grade. Poster presentation at the annual Pacific Coast Research Conference, PCRC, San Diego, CA. Fuchs, D., Kearns, D.M., Elleman, A.M., Fuchs, L.S., Compton, D.L., Miller, A.C., Peng P., Patton, S., Yen Haga, L., & Zhang, W. (2012). Working memory as a moderator of responsiveness to a first-grade reading comprehension intervention. In L.S. Fuchs (Chair), Cognitive mediators and moderators of skills based instruction. Pacific Coast Research Conference. Coronodo, CA. Peng, P., Sun, C. Y., Li, B. L., & Tao, S. (July, 2012). The phonological storage and executive function deficits in children with mathematics difficulties: Verbal or numerical related? Poster presentation at the 22th Biennial International Society for the Study of Behavioral Development Meeting, Edmonton, Canada. Peng, P., Fuchs, D., Kearns, D., Elleman, A., Fuchs, L., Compton, D., … Loulee Yen (July, 2012) Exploring the effects of a first-grade tutoring program to strengthen word reading and comprehension for at risk students. Poster presentation at the 19th Annual Meeting Society for the Scientific Study of Reading, Montreal, Canada. Peng, P., Fuchs, D., Cho, E., Compton, D. L., Fuchs, L. S., Kearns, D. M., & McMaster, K. L. (July, 2011 ). Conceptual and practical implications of fidelity-of-treatment implementation: An IRT approach. Poster presentation at the 18th Annual Meeting Society for the Scientific Study of Reading, California, USA. Peng, P., Fuchs, D., Cho, E., Compton, D. L., Fuchs, L. S., Kearns, D. M., & McMaster, K. L.(February, 2011 ). Rethinking fidelity-of-treatment implementation: Conceptual and practical implications. Poster presentation at the 19th annual Pacific Coast Research Conference, California, USA. Peng, P., & Tao, S. (July, 2008). Native Chinese-speaking children learning to read English: The role of decoding and language Comprehension (oral presentation). In Joshi, R. M. (Chair), The Componential Model of Reading Acquisition in Multi-lingual Contexts. Symposium at the 20th Biennial CURRICULUM VITA Peng Peng

International Society for the Study of Behavioral Development Meeting, Wurzburg, Germany. Peng, P., Tao, S., & Chen, H. X. (November, 2007). The effects of verbal working memory on Chinese children’s English reading comprehension: Language general or Specific? Oral presentation at the 11th Chinese Academic Conference of Psychology, Henan, China.

PROFESSIONAL MEMBERSHIPS Society for the Scientific Study of Reading Council for Exceptional Children International Society for the Study of Behavioral Development American Educational Research Association

Dissertation Committee James Schwab (Department of Educational Psychology, Special Education, and Communication Disorders). External Committee Member Bryce Walker (Department of Special Education and Disability Studies, GSEHD). Committee Member Laura Favatas (Department of Special Education and Disability Studies, GSEHD). Committee Member Angela Johnson (Department of Special Education and Disability Studies, GSEHD). Committee Member

TECHNICAL SKILLS Multilevel Modeling; Meta-analysis; Structure Equation Modeling; Item Response Theory Modeling; Proficiency in SPSS and Mplus. Familiarity with Stata

CETIFICATE Chinese High School Teaching Certificate; Standard Spoken Chinese Certificate - Level A