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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 Academia.edu pages, or my KSU faculty page.


Forthcoming/In press

  • 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]


  • Murphy, J., Miller, R.T., & Hamrick, P. (2021). Contributions of declarative memory and prior knowledge to incidental L2 vocabulary learning. The Mental Lexicon, 16, 48-67. doi:10.1075/ml.20012.mur [pdf]
  • Ke, S., Miller, R.T., Zhang, D., & Koda, K. (2021). Crosslinguistic sharing of morphological awareness in biliteracy development: A systematic review and meta‐analysis of correlation coefficients. Language Learning, 71, 8-54. doi:10.1111/lang.12429
  • Sato, T., & Miller, R.T. (2021). American undergraduate students’ experiences in conversational partnership with international students. Journal of International Students, 11, 80-101. doi:10.32674/jis.v11i1.1618 [pdf]


  • Textbooks written as part of a grant project from the United States Department of State, in conjunction with Al Quds Open University.
    • Rilling, S., & Miller, R.T. (2020). ELT Methodology 1. Amman: Al-Quds Open University Publications. (254 pages)
    • Rilling, S., & Miller, R.T. (2020). ELT Methodology 2. Amman: Al-Quds Open University Publications. (247 pages)
    • Miller, R.T., & Gandolfi, E. (2020). English for Information Technology. Amman: Al-Quds Open University Publications. (270 pages)


  • Gomez-Laich, M.P., Miller, R.T., & Pessoa, S. (2019). Scaffolding argumentative analytical writing in a design class: A corpus analysis of student writing. Linguistics and Education, 51, 20-30. doi:10.1016/j.linged.2019.03.003. [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. doi:10.37514/INT-B.2017.0896.2.08 [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]




  • Oga Peninsula, Japan