Professor Milosky specializes in language acquisition and disorders, with specific interest in cognitive, linguistic, and social aspects of discourse processing in normal and clinical populations. Her work includes the study of children's acquisition of figurative language, particularly idioms and irony, and the various factors that assist children in interpreting such language.

She currently directs a 5-year personnel preparation grant from the Office of Special Education Programs of the US Department of Education. The grant provides scholarships to master's students in speech-language pathology to enhance development of expertise in:

• connections between oral and written language development during preschool;
• the unique needs of children who come from high poverty backgrounds;
• the techniques for developing behavioral competencies and school readiness skills that children need in order to benefit from preschool environment.

An innovative element of the grant is that students will learn to implement data‐driven therapy through the use of single-subject designs in both clinic and school settings. In designing these interventions, they will use evidence-based techniques, learning how to translate large‐scale research to everyday practice.

• CSD 600 Project Meaningful Differences Seminar
• CSD 723 Assessment of Children's Language

Northwestern University, B.S., Speech Pathology and Psychology, 1974
University of Michigan, M.S., Speech Pathology, 1975
University of Wisconsin - Madison, Ph.D., Communicative Disorders, 1986

Syracuse University, Syracuse, New York
Also appointed to the Linguistics Studies Program in the Department of Foreign Language, Literature and Linguistics.

2007 - present Department Chair Department of Communication Sciences and Disorders 1993 - present Associate Professor Department of Communication Sciences and Disorders 2001 - 2002 Interim Chair Program in Communication Sciences and Disorders 1988 - 1993 Assistant Professor Department of Communication Sciences and Disorders 1986 - 1988 Assistant Professor Department of Communication Disorders University of Utah, Salt Lake City, Utah 1985 - 1986 Research Assistant Communication Abilities of Down Syndrome Individuals, Dr. Jon Miller, Waisman Center, University of Wisconsin, Madison, Wisconsin. 1982 - 1985 Research Project
Assistant Children's Communication in the Classroom, Dr. Louise Cherry Wilkinson, Principal Investigator, Wisconsin Center for Educational Research, University of Wisconsin, Madison, Wisconsin. 1981 - 1982 Teaching Assistant Department of Communicative Disorders, University of Wisconsin, Madison, Wisconsin. Course: Introduction to Communicative Disorders. 1980 - 1981 Clinical Supervisor Waisman Center on Mental Retardation and Human Development, University of Wisconsin, Madison, Wisconsin. 1980 - Summer Senior Clinician University of Michigan Speech and Hearing Camp, Northport, Michigan. 1979 - 1980 Coordinator of Treatment Speech-Language Pathology, John F. Kennedy Institute, John Hopkins University, Baltimore, Maryland. 1978 - 1980 Adjunct Instructor Department of Speech Pathology and Audiology, Loyola College, Baltimore, Maryland. 1977 - 1979 Speech-Language Pathologist Division of Hearing and Speech, John F. Kennedy Institute, John Hopkins University, Baltimore Maryland. 1975 - 1977 Speech-Language Pathologist Leo Kanner Speech and Hearing Center, Rosewood Center, Owings Mills, Maryland.

• Milosky, L. and Skarakis-Doyle, E. (2006). What else about comprehension? Examining young children’s discourse comprehension abilities. In Paul, R. (ed.) Language disorders from a developmental perspective: Essays in honor of Robin S. Chapman, Mahway,N.J.: Lawrence Erlbaum.
• Milosky, L. (1994). The role of world knowledge in language comprehension and language intervention. In Butler, K. (ed.) Early intervention I: Working with infants and toddlers. Gaithersburg, Md.: Aspen.
• Milosky, L. (1994). Developing nonliteral language abilities: Seeing the forest for the trees. In Wallach, G. & Butler, K. (eds.) Language learning disabilities in school-age children and adolescents: Some underlying principles and applications. Columbus, Oh: Merrill.
• Milosky, L. (1992). Children listening: The role of world knowledge in language comprehension. In Chapman, R. (ed.) Child Talk: Processes in language acquisition. Chicago, Il: Mosby Year Book, 20-44.

• Ford, J. and Milosky, L. (2008). Inference generation during discourse and its relation to social competence: An on-line investigation of abilities of children with and without language impairment. Journal of Speech, Language, and Hearing Research, 51, 367-380.
• Ford, J. and Milosky, L. (2003). Inferring emotional reactions in social situations: Differences in children with language impairment. Journal of Speech, Language, and Hearing Research, 46, 21-30.
• Milosky, L. and Ford J. (1997). The role of prosody in children's inferences of ironic intent. Discourse Processes, 23, 47-61.
• Milosky, L. (1990). (Issue editor) World knowledge and language disorders. Topics in Language Disorders, 10,(2), 1-13.
• Milosky, L. (1990). The role of world knowledge in language comprehension and language intervention. Topics in Language Disorders, 10 (2).
• Milosky, L. M. (1987). Narratives in the classroom. Seminars in Speech and Language, 8(4), 329-343.
• Milosky, L. M., Wilkinson, L. C., Chiang, C. P., Lindow, J., & Salmon, D. (1987). School-age children's understanding of explanation adequacy. Journal of Educational Psychology, 78, 334-340.
• Wilkinson, L. C., & Milosky, L. M. (1987). School-age children's metapragmatic knowledge of requests and responses in the classroom. Topics in Language Disorders, 7, 61-70.
• Wilkinson, L. C., Milosky, L. M., & Genishi, C. (1986). Second language learners' use of requests and responses in elementary classrooms. Topics in Language Disorders, 6, 57-70.
• Milosky, L., & Serlin, R. (1984). Violations of ANOVA assumptions in language research: Consequences and alternatives. Proceedings of the Fifth Symposium on Research in Child Language Disorders. University of Wisconsin, Madison.

• Milosky, L. and Hahn, Y. (2011) Context modality and quality of responses to idiom definition task. Poster presented at the annual meeting of the American Speech-Language-Hearing Association, San Diego, CA.
• Milosky, L., Ford, J., Lightburn, A., and Edwards, M. (2011) Improving English proficiency of international teaching assistants: A systemic approach. Poster presented at the annual meeting of the American Speech-Language-Hearing Association, San Diego, CA.
• Hahn, Y. and Milosky, L. (2010) Context modality, language ability, & novel idiom comprehension. Poster presented at the annual meeting of the American Speech-Language-Hearing Association, Philadelphia, PA.
• Burnett, D. & Milosky, L. (2009) What we say matters: Irony comprehension and language impairment. Poster presented at the annual meeting of the American Speech-Language-Hearing Association, New Orleans, LA.
• Ford, J. and Milosky, L. (2008). Macaroni, mommy, monsters: Emotion situation responses of children with language impairment. Poster presented at the annual meeting of the American Speech-Language-Hearing Association.
• Burnett, D. and Milosky, L. (2008) Smart move: Using rating scales to determine conventionally ironic utterances. Poster presented at the annual meeting of the American Speech-Language-Hearing Association.
• Granato, D. and Milosky, L. (2008). The nature and role of experience in children’s irony comprehension. Poster presented at the annual meeting of the American Speech-Language-Hearing Association.