Carol Miller

Carol Miller received her Ph.D. in Psychology from the University of Pennsylvania in 1994. She then held post-doc and research associate positions at Purdue University in what is now the Department of Speech, Language, and Hearing Sciences. In 2000, Carol joined the faculty of Communication Sciences and Disorders at Penn State. Her research focuses on typical and atypical language development, with an emphasis on specific language impairment (SLI). She studies people with SLI from preschool to adulthood. an overall theme of her work is trying to understand cognitive skills and abilities that interact with language in development. 

Current Grants:

• Level 1 grant from the PSU Children, Youth and Families Consortium. "The role of nonlinguistic cognitive abilities in typical and atypical language development in monolingual and bilingual children." C. Miller, PI. Co-investigators: E. Mainela-Arnold, University of Toronto; D. Rosenbaum, J. van Hell, D. Weiss, Penn State.
• Dates: 1/1/2013 - 12/30/2013
• Amount: $5287.20

Representative Publications:

• Poll, G.H., & Miller, C.A. (2013). Late talking, typical talking, and weak language skills at middle childhood. Learning and Individual Differences. 26, 177-184. doi: 10.1016/j.lindif.2013.01.008
• Poll, G.H., Miller, C.A., Mainela-Arnold, E., Donnelly Adams, K., Misra, M., & Park, J. (2013). Effects of children�s working memory capacity and processing speed on their sentence imitation performance. International Journal of Language and Communication Disorders. 48(3), 329-342. doi: 10.1111/1460-6984.12014
• Mason, L.H., Dunn Davison, M., Scheffner Hammer, C., Miller, C.A., & Glutting, J.J. (2013). Knowledge, writing, and language outcomes for a reading comprehension and writing intervention. Reading and Writing: An Interdisciplinary Journal. 26, 1133-1158. doi: 10.1007/s11145-012-9409-0
• Mainela-Arnold, E., Misra, M., Miller, C., Poll, G.H., & Park, J. (2012). Investigating sentence processing and language segmentation in explaining children�s performance on a sentence-span task. International Journal of Language and Communication Disorders, 47(2), 166-175.
• Miller, C.A., & Wagstaff, D.A. (2011). Behavioral profiles associated with auditory processing disorder and specific language impairment. Journal of Communication Disorders, 44, 745-763.
• Miller, C.A. (2011). Auditory processing theories of language disorders: Past, present, and future. Language, Speech, and Hearing Services in Schools, 42, 309-319.
• Poll, G., Betz, S., & Miller, C. (2010). Identification of clinical markers of specific language impairment in adults. Journal of Speech, Language, and Hearing Research, 53, 414-429.
• Miller, C.A., & Poll, G.H. (2009). Response time in adults with a history of language difficulties. Journal of Communication Disorders, 42, 365-379.
• Leonard, L.B., Miller, C.A., & Finneran, D.A. (2009). Grammatical morpheme effects on sentence processing by school-aged adolescents with specific language impairment.Language and Cognitive Processes, 24(3), 450-478.
• Finneran, D.A., Leonard, L.B., and Miller, C.A. (2009). Speech disruptions in the sentence formulation of school-age children with specific language impairment. International Journal of Language and Communication Disorders, 44(3), 271-286.
• Miller, C.A., Leonard, L.B., Kail, R.V., Zhang, X., Tomblin, J.B., and Francis, D. (2006). Response time in fourteen-year-olds with language impairment. Journal of Speech, Language, and Hearing Research, 49(4), 712-728.
• Miller, C.A. (2006). Developmental relationships between language and theory of mind.American Journal of Speech-Language Pathology, 15, 142-154.
• Miller, C.A., and Deevy, P. (2006). Structural priming in children with and without specific language impairment. Clinical Linguistics & Phonetics, 20(5), 387-399.