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Bridget Dalton is Associate Professor of Literacy Studies at the University of Colorado Â鶹ӰԺ. Her research focuses on the design and use of scaffolded digital literacy environments, with special attention to the needs and interests of students who are experiencing literacy difficulties. She brings a universal design for learning perspective to her work, assuming that designing for diversity results in more effective learning and engagement for all students. One line of research investigates the role of enhanced etext on students’ comprehension and vocabulary learning; a complementary line studies how students compose with multimodal tools and media.

Prior to joining CU, Dalton taught at Vanderbilt University and the University of Guam. She also served as Chief Literacy and Technology Officer at CAST (www.cast.org), a nonprofit research and development organization. She has published chapters in the Handbook of New Literacies, the Handbook of Literacy and Technology, and the Handbook of Special Education Technology. She writes about literacy and technology in a column for the Reading Teacher and the blog, literacybeat.com. Her research has appeared in the Journal of Literacy Research, Reading and Writing Quarterly, Reading and Writing: An Interdisciplinary journal, and Remedial and Special Education. Dalton was co-editor of the International Reading Association’s first peer-reviewed electronic journal, Reading Online, and serves on the editorial review board of Reading Research Quarterly and Language Arts. She received the IRA research on computers and reading award and is co-author of the award-winning software program, Thinking Reader, published by Tom Snyder Productions, Scholastic. Dalton earned her doctorate in reading, language, and learning disabilities at Harvard University.

Education

EdD Reading, Language, and Learning Disabilities, Harvard University
MS Ed. Special Education, Old Dominion University
BA International Studies, American University