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Monique T. Mills, PhD, CCC-SLP

Dr. Monique Mills
  • Associate Professor
  • Office: 117 Clinical Research Services
  • Phone: 713-743-7020
  • E-mail: 


Monique T. Mills, PhD, CCC-SLP is an Associate Professor of Communication Sciences and Disorders in the College of Liberal Arts and Social Sciences at the University of Houston; she is also a licensed speech-language pathologist. Her research program employs mixed methods to examine the cognitive, social, and linguistic resources that school-age African American children draw upon to narrate, or tell stories. She directs the Child Language Ability Lab which is currently engaged in projects examining narrative assessment and dialectal code-switching between African American English and Mainstream American English. Dr. Mills teaches her students about language development, language variation, and research methods in communication sciences and disorders.  She believes that her utmost vocation, or calling, is to help humans thrive. In addition to her work, Dr. Mills loves being on her couch, cooking, hiking, listening to music, playing with new ideas, reading, spending time with friends and family, and thrift shopping.


  • Postdoctoral Fellow, Waisman Center, University of Wisconsin-Madison
  • Ph.D., University of Illinois at Urbana-Champaign
  • M.A., The Ohio State University
  • B.S., University of Illinois at Urbana-Champaign

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Research Interests

  • African American English
  • Educational disparities
  • Narrative assessment
  • School-age children

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  • Language Development (COMD 2339)
  • Research Methods in Communication Sciences and Disorders (COMD 6261)

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Selected Publications

Journal Articles

  • Holt, Y., Mendez, L., Mills, M.T., & O’Brien, K. Phonological and morphological awareness interventions with African American children. Journal of Negro Education. Accepted.
  • Mills, M.T., Mahurin-Smith, J., & Steele, S.C. (2017). Does rare vocabulary use distinguish giftedness from typical development?: A study of school-age African American narrators. American Journal of Speech-Language Pathology, 26, 511-523.
  • Mills, M.T. & Fox, M. (2016). Language variation and theory of mind in typical development: An exploratory study of school-age African American narrators. American Journal of Speech-Language Pathology, 25, 426-440.
  • Mills, M.T. (2015b). The effects of visual stimuli on the spoken narrative performance of school-age African American children. Language, Speech, and Hearing Services in Schools, 46, 337-351.
  • Mills, M.T. (2015a). Narrative performance of gifted African American school-aged children from low-income backgrounds. American Journal of Speech-Language Pathology, 24, 36-46.
  • Terry, N.P. & Mills, M.T., Bingham, G.E., Mansour, S., & Marencin, N. (2013). Oral narrative performance of African American pre-kindergartners who speak Nonmainstream American English. Language, Speech, and Hearing Services in Schools, 44, 291-305.
  • Mills, M.T., Watkins, R.V., & Washington, J.A. (2013). Structural and dialectal characteristics of the fictional and personal narratives of school-age African American children. Language, Speech, and Hearing Services in Schools, 44, 211-223.
  • Valdez, C.R., Mills, M.T., Bohling, A., & Kaplan, D. (2013). The role of parental language acculturation in the formation of social capital: Differential effects on high-risk children. Child Psychiatry and Human Development, 44, 334-350.
  • Steele, S.C., Willoughby, L.M., & Mills, M.T.  (2013). Learning word meanings during reading: Effects of phonological and semantic cues on children with language impairment. International Journal of Speech-Language Pathology, 27, 354-370.
  • Steele, S.C. & Mills, M.T. (2011). Vocabulary intervention for school-age children with language impairment: A review of evidence and good practice. Child Language Teaching and Therapy, 27, 354-370.

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  • Mills, M.T. & Washington, J.A. (2015). Chapter 30: Managing two varieties: Code-switching in context. In S. Lanehart (Ed.), Oxford Handbook of African American Language (pp. 566-581). New York:  Oxford University Press.
  • Washington, J.A. & Mills, M.T. (2010). Language variation in the classroom: The case of the African American child. In S. Levey and S. Polirstok (Eds.), Language Development and Differences: An overview and introduction. Thousand Oaks, CA: SAGE Publications, Inc.

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  • Women of Color Coalition Stimulus Research Grant (UH), An Examination of Speech Disfluencies in Bidialectal Children: A Preliminary Study. Co-Investigator. PI: Kia Noelle Johnson. 12/2018.
  • Cross College Seed Grant (OSU), Assessing Students’ Narrative Language: Emic and Etic Perceptions, Co-Investigator. Co-Investigator: Leslie C. Moore. 10/2016.

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  • National Institutes of Health R01 Award, Validation and norming of children’s expressive language sample analysis measures. PI: Nan Bernstein Ratner. 05/2018.
  • National Institutes of Health R01 Award, Eye Tracking Technologies to Characterize and Optimize Visual Attending in Down Syndrome. PI: Krista Wilkinson. 08/2017.
  • National Institutes of Health F32 Award, Measuring and modeling African American children’s arithmetic strategy usage. $57,066. PI: Katherine Rhodes. 05/2017.

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Professional Activities

  • Editorial Board Member, American Journal of Speech-Language Pathology
  • Editorial Board, Evidence-Based Practice Briefs
  • Faculty Coach, National Center for Faculty Development & Diversity
  • Reviewer, ASHFoundation New Century Scholars Dissertation Grants Summer 2015, 2017
  • Faculty Mentor, National Science Foundation Research Experience for Undergraduates, Summer 2017, 2018
  • Progeny Mentor, American Speech-Language-Hearing Association, 2017
  • Minority Speech-Language Pathology Mentor, American Speech-Language-Hearing Association, 2017

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  • Awardee, Society for Research in Child Development Ethnic and Racial Issues Committee’s Inaugural National Institutes of Health Grant-writing Bootcamp, July 2017.

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Affiliations and Links

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