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Ryan T. Miller is a Professor in the TESL program. His research focuses on second language reading and writing, English for specific purposes, and language teacher education. His reading research investigates the role of metalinguistic awareness in second language reading, cross-linguistic transfer of literacy skills, and incidental vocabulary acquisition through reading. Within second language writing, he researches the development of disciplinary genre knowledge using the tools of Systemic Functional Linguistics. His publications have appeared in international refereed journals including Language Learning, International Review of Applied Linguistics, Journal of Second Language Writing, Linguistics and Education, Journal of English for Academic Purposes, English for Specific Purposes, and TESOL Journal, among others, as well as a number of edited volumes.  He is past chair of the Second Language Writing Interest Section in TESOL International Association.

Selected Publications (for a full list, see )

• Miller, R.T., & McGeorge, N. (in press). Language in argumentative academic writing. In H. Nesi and P. Milin (Eds.), International Encyclopedia of Language and Linguistics (3rd ed.). Elsevier. 
• Miller, R.T., Pessoa, S., & Kaufer, D. (2023). Writing as a design art: Crossing boundaries between disciplinarity and rhetoricity in a university business program. In D. Zhang and R.T. Miller (Eds.), Crossing boundaries in researching, understanding, and improving language education: Essays in honor of G. Richard Tucker (pp.271-291). Springer.
• Nikbakht, E., & Miller, R.T. (2023). The development of ESL students’ synthesis writing through reading instruction. Journal of English for Academic Purposes, 65, Article 101274.
• 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.
• Ke, S., Miller, R.T., Zhang, D., & Koda, K. (2021). Cross-linguistic sharing of morphological awareness in biliteracy development: A systematic review and meta-analysis of correlation coefficients. Language Learning, 71, 8-54.
• Miller, R.T. (2019). English orthography and reading. In J. Liontas (Ed.) The TESOL Encyclopedia of English Language Teaching. TESOL International Association/Wiley.
• 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). John Benjamins.  
• 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.
• Miller, R.T., & Pessoa, S.  (2016). Role and genre expectations in undergraduate case analysis in information systems. English for Specific Purposes, 44, 43-56.
• 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.
• 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.  
• 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.

Affiliations