My research focuses on second language reading and writing. Within L2 reading, I investigate how reading and reading sub-skills (e.g., morphological awareness, phonological awareness, lexical inferencing ability) developed in a first language can support reading in a second language. Within L2 writing, my research focuses on academic writing and development of disciplinary genre knowledge, and uses the framework of Systemic Functional Linguistics.

More information can be found on my ResearchGate, Google Scholar, and pages, or my KSU faculty page.


Forthcoming/In press

Gomez-Laich, M.P., Miller, R.T., & Pessoa, S. (in press). Scaffolding argumentative analytical writing in a design class: A corpus analysis of student writing. Linguistics and Education

Sato, T., Miller, R.T., & Delk, D. (in press). Secondary physical educators’ positioning of teaching English language learners at urban schools. Urban Education. doi:10.1177/0042085918789747 [pdf]


Miller, R.T. (2019). English Orthography and Reading. In J. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching. Hoboken, NJ: Wiley. doi:10.1002/9781118784235.eelt0461 [pdf]


Koda, K., & Miller, R.T. (2018). Cross-linguistic interaction in L2 word meaning inference in English as a foreign language. In H.K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (pp. 293–312). Philadelphia: John Benjamins. doi:10.1075/bpa.7.14kod [web site] [pdf]

Pessoa, S., Mitchell, T.D., & Miller, R.T. (2018). Scaffolding literacy at a branch campus of an American university in the Middle East: Interdisciplinary collaborations. In M. Rajakumar (Ed.), Western higher education in global contexts (pp.133-147). Lanham, MD: Lexington Books / Rowman & Littlefield. [web site] [pdf]

Miller, R.T., Mitchell, T.D., & Pessoa, S. (2018). Impact of source texts and prompts on students’ genre uptake. In K. Vieira, V. Portillo, J. Luther, D. Blakesley, and S. Parks (Eds.), Best of the journals in rhetoric and composition 2017 (pp. 177-208). Anderson, SC: Parlor Press (Reprinted from Journal of Second Language Writing31, 11-24, 2016) [web site]

Pessoa, S., Mitchell, T.D., & Miller, R.T. (2018). Scaffolding the argument genre in a multilingual university history classroom: Tracking the writing development of novice and experienced writers. English for Specific Purposes, 50, 81-96. doi: 10.1016/j.esp.2017.12.002 [pdf]


Pessoa, S., Mitchell, T.D., & Miller, R.T. (2017). Emergent arguments: A functional approach to analyzing student challenges with the argument genre. Journal of Second Language Writing, 38, 42-55. doi:10.1016/j.jslw.2017.10.013 [pdf]

Miller, R.T., & Pessoa, S. (2017). Corpus-driven study of information systems project reports.  In L. Flowerdew & V. Brezina (Eds.), Learner corpus research: New perspectives and applications (pp.112-133). New York: Bloomsbury. doi:10.5040/9781474272919.0013 [web site] [pdf]

Ryan, K., Hamrick, P., Miller, R.T., & Was, C.A. (2017). Salience, cognitive effort, and word learning: Insights from pupillometry. In S. Gass, P. Spinner, & J. Behney (Eds.), Salience in second language acquisition (pp.187-200). New York: Routledge. doi:10.4324/9781315399027-10 [web site] [pdf]

Miller, R.T., & Pessoa, S. (2017).  Integrating writing at an American branch campus in Qatar: Challenges, adaptations, & recommendations.  In L. Arnold, A. Nebel, and L. Ronesi (Eds.),  Emerging Writing Research from the Middle East-North Africa Region (pp. 175-200). Fort Collins, CO: WAC Clearinghouse/Univ. Press of Colorado. [web site] [pdf]


Miller, R.T., & Pessoa, S. (2016).  Where’s your thesis statement and what happened to your topic sentences? Identifying organizational challenges in undergraduate student argumentative writing. TESOL Journal, 7, 847-873. doi:10.1002/tesj.248 [pdf]

Miller, R.T. & Pessoa, S. (2016).  Role and genre expectations in undergraduate case analysis in information systems. English for Specific Purposes, 44, 43-56. doi:10.1016/j.esp.2016.06.003 [pdf]

Mitchell, T.D., Miller, R.T., & Pessoa, S. (2016). Longitudinal changes in use of Engagement in university history writing: A case study. In L. Lai, A. Mahboob, and P. Wang (Eds.), Multiperspective Studies of Language: Theory and Application (pp.153-163). Beijing: Foreign Language Teaching and Research Press. [pdf]

Miller, R.T., Mitchell, T.D., & Pessoa, S. (2016). Impact of source texts and prompts on students’ genre uptake. Journal of Second Language Writing, 31, 11-24. doi:10.1016/j.jslw.2016.01.001 [pdf]


Miller, R.T., Mitchell, T.D., & Pessoa, S. (2014). Valued voices: Students’ use of Engagement in argumentative history writing, Linguistics and Education28, 107-120. doi:10.1016/j.linged.2014.10.002 [pdf]

Pessoa, S., Miller, R.T., & Kaufer, D. (2014). Student challenges and development in the transition to college literacy at an English-medium university in Qatar. International Review of Applied Linguistics52, 127-156. doi:10.1515/iral-2014-0006 [pdf]

Miller, R.T., Martin, K.I., Eddington, C.M., Henery, A., Marcos Miguel, N., Tseng, A.M., Tuninetti, A., & Walter, D. (Eds.) (2014). Selected proceedings of the 2012 Second Language Research Forum: Building bridges between disciplines. Somerville, MA: Cascadilla Proceedings Project.


Miller, R.T. (2011). Impact of L2 reading proficiency on L1 transfer in visual word recognition. In G. Granena, J. Koeth, S. Lee-Ellis, A. Lukyanchenko, G. P. Botana, and E. Rhoades (Eds.) Selected Proceedings of the 2010 Second Language Research Forum: Reconsidering SLA Research, Dimensions, and Directions (pp. 78-90). Somerville, MA: Cascadilla Proceedings Project. [pdf]


Miller, R.T. (2010). [Review of the book Second Language Reading Research and Instruction: Crossing the Boundaries.] Reading in a Foreign Language, 22, 237-241. [pdf]

  • Doha, Qatar