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CURRICULUM VITA Peng Peng Peng Peng, Ph.D. Assistant Professor 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
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