Time: April 3, 2022 (Sunday), 9:00 (UTC+8)
Format: Fully online. Please scan the QR code using WeChat or the Tencent Meeting App.
Meeting ID: 807 986 016

Speaker
Dr. Peng Peng
Assistant Professor, The University of Texas at Austin, USA

Dr. Peng Peng focuses on integrating high-level cognitive skills training from cognitive psychology into special education to provide better academic intervention guidance for children with learning disabilities. His research directions include: (1) developing systematic instructional programs that integrate cognitive strategies, metacognition, and reading skills; (2) cross-cultural and cross-linguistic meta-analyses on reading and mathematical learning. Dr. Peng Peng has published multiple studies in top-tier psychology and education journals, such as Psychological Bulletin, Review of Educational Research, Journal of Educational Psychology, Child Development Perspectives, and Developmental Science. He was the recipient of the 2018 International Dyslexia Association Early Career Award. He currently serves as Associate Editor of Reading and Writing and is an editorial board member for top psychology journals, including Psychological Bulletin, Review of Educational Research, and Journal of Educational Psychology.

Abstract
Reading is important for children’s academic and social adjustment. Yet reading is a complex and challenging skill for many. In this talk, I will present two meta-analyses that investigated the skills related to reading development and reading difficulties. In the first study, I will talk about a study on the Simple View of Reading model among native-Chinese speaking individuals using meta-analytic structural equation modeling. In the second study, I will present a most recent project that investigated the cognitive profiles of individuals with reading difficulties, using robust variance mean/variance estimation and meta-analytic structural equation modeling.