Peng Peng

Assistant Professor

University of Texas at Austin

United States

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About

Peng Peng is an Assistant Professor at the University of Texas at Austin. His research areas include mathematics anxiety, reading interventions, early numeracy, and the relationship between executive function and reading comprehension. Recent publications reflect a focus on understanding the cognitive profiles of students with learning difficulties and the effectiveness of instructional strategies to support their development.

Articles (19)

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2025

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2020

Collaborators (6)

Wei Wang

Associate Professor

The Graduate Center, CUNY

UNITED STATES

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John Marc Goodrich

Assistant Professor

Texas A&M University

UNITED STATES

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Jessica Namkung

University of Delaware

UNITED STATES

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Kyriakoula Rothou

Assistant Professor

Aristotle University of Thessaloniki

GREECE

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Ana Paula Alves Vieira

Principal instructor / Teaching assistant

University of Alberta

CANADA

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Lifeng Lin

Associate Professor

University of Arizona

UNITED STATES

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Peng Peng

Research Interests

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About

Articles (19)

The role of domain-specific working memory and emotion regulation in the mathematics anxiety-performance relation among upper elementary students.

A Network Meta-analysis of Multi-component Reading Interventions for Students with Reading Difficulties: Active-Ingredient vs. Ingredient-Interaction?

Exploring the Effectiveness of Word-Problem Strategy and Strategy Combinations: A Systematic Review and Network Meta-Analysis

Early numeracy and mathematics development: A longitudinal meta-analysis on the predictive nature of early numeracy.

Internalizing problems in individuals with reading, mathematics and unspecified learning difficulties: a systematic review and meta-analysis

The developmental mutualism of language skills and behavioral problems: The time-sensitive mediating role of social skills.

The meta-linguistic and domain-specific executive function profile of children with decoding or comprehension difficulties

Let’s CHAT About Artificial Intelligence for Students With Disabilities: A Systematic Literature Review and Meta-Analysis

The Role of Domain-General, Behavioral, and Reading-Specific Executive Function in Reading Comprehension: Does Context-Specific Executive Function Matter?

A meta-analysis on the cognitive and linguistic correlates of reading skills among children with ASD

The Role of Executive Function in Reading Development and Reading Intervention

Co‐development among reading, math, science, and verbal working memory in the elementary stage

The Active Ingredient in Reading Comprehension Strategy Intervention for Struggling Readers: A Bayesian Network Meta-analysis

A meta-analytic review of cognition and reading difficulties: Individual differences, moderation, and language mediation mechanisms.

Reading real words versus pseudowords: A meta-analysis of research in developmental dyslexia.

Simple View of Reading in Chinese: A One-Stage Meta-Analytic Structural Equation Modeling

The Cognitive Element Model of Reading Instruction

Examining the mutual relations between language and mathematics: A meta-analysis.

Is “Response/No Response” Too Simple a Notion for RTI Frameworks? Exploring Multiple Response Types With Latent Profile Analysis

Collaborators (6)

Wei Wang

John Marc Goodrich

Jessica Namkung

Kyriakoula Rothou

Ana Paula Alves Vieira

Lifeng Lin

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