Ryan T. Miller (PhD, Carnegie Mellon University) is an assistant professor in the TESL program. His research focuses on second language (L2) reading and writing. Within L2 reading, he investigates 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, he researches development of disciplinary genre knowledge using the tools of Systemic Functional Linguistics. His publications have appeared in the International Review of Applied Linguistics,TESOL Journal, Journal of Second Language Writing, Linguistics and Education, English for Specific Purposes, and Urban Education as well as a number of edited volumes. He is past chair of the Second Language Writing Interest Section in TESOL International Association.
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
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
Miller, R.T. (2019). English Orthography and Reading. In J. Liontas (Ed.), TESOL Encyclopedia of English Language Teaching. Hoboken, NJ: Wiley. doi: 10.1002/9781118784235.eelt0461
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
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
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 Writing, 31, 11-24, 2016)
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
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
Miller, R.T., & Pessoa, S. (2017). A corpus-driven study of the learning of disciplinary genres. In V. Brezina & L. Flowerdew (Eds.), Learner corpus research: New perspectives and applications (pp.112-133). New York/London: Bloomsbury. doi:10.5040/9781474272919.0013
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
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 (International Exchanges on the Study of Writing Series) (pp.175-200). Fort Collins, CO: WAC Clearinghouse/Univ. Press of Colorado.
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
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, 4, 847-873. doi:10.1002/tesj.248
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.
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
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
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
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 Second Language Research Forum 2010: Reconsidering SLA Research, Dimensions, and Directions (pp. 78-90). Somerville, MA: Cascadilla Proceedings Project.