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.
- Koda, K., & Miller, R.T. (in press). 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. [web site]
- Sato, T., Miller, R.T., & Delk, D. (in press). Secondary physical educators’ positioning of teaching English language learners at urban schools. Urban Education.
- 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]
- Received Honorable Mention for the 2017 Best Article of the Year Award in the Journal of Second Language Writing
- Miller, R.T., & Pessoa, S. (2017). A corpus-driven study of the learning of disciplinary genres. In L. Flowerdew & V. Brezina (Eds.), Learner corpus research: New perspectives and applications (pp.112-133). New York/London: Bloomsbury. [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. [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 Education, 28, 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 Linguistics, 52, 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]