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As Chief Education Officer, Bridget Dalton oversees the instructional design and evaluation processes for CAST’s research and development initiatives. Her research focuses on technology and literacy. She has taught at the elementary and middle school levels and is particularly interested in teaching struggling readers in multicultural settings.

Dr. Dalton is currently co-principal investigator with Dr. Annemarie Palincsar of an Institute of Education Sciences-funded study of urban fourth grade students' comprehension of informational text in a computer-based learning environment with embedded supports. She is also completing the final year of an Office of Special Education Programs-funded study of the effect of digital text with embedded strategy instruction on struggling and typically achieving middle schools students' reading comprehension. Dr. Dalton's earlier research focused on the role of the computer in supporting elementary school children's writing development and on inquiry-based instruction for diverse learners.

Dr. Dalton serves as e-Editor of Reading Research Quarterly's Online Supplements; previously she was co-editor, with Dana Grisham of San Diego State University, of the International Reading Association's peer-reviewed electronic journal, Reading Online. She earned her doctorate in Reading, Language, and Learning Disabilities at Harvard Graduate School of Education and taught there as a lecturer in education. Before joining CAST in 2000, Dr. Dalton was an associate professor at the University of Guam, where she chaired the graduate program in education, directed the College of Education Literacy Center, and was editor of the Micronesian Educator journal. She has published articles in peer-reviewed journals such as the Journal of Learning Disabilities, Journal of Special Education Technology, Learning Disabilities Research and Practice, Cognition and Instruction, International Journal of Educational Research, Reading and Writing Quarterly, and The Reading Teacher.

Related Projects

Strategic Learning Editions: Embedding Flexible Supports for Learning Comprehension Strategies in Digital Text

Reading to Learn: Investigating General and Domain-Specific Supports in a Technology Rich Environment with Diverse Readers Learning from Informational Text

Selected Publications

Rose, D. & Dalton, B. (2002). Using technology to individualize reading instruction. In (Eds.) C.C. Block, L.B. Gambrell & M. Pressley, Improving comprehension instruction: Rethinking research, theory, and classroom practice. Jossey Bass Publishers.

Grisham, D.L., & Dalton, B. (2001, June). Myths and realities of online publishing. Reading Online, 4(11).

Dalton, B. (2001, May). Twenty online resources on reading with comprehension and engagement. Reading Online, 4(10).

Dalton, B. (2000, May). To see one another more clearly: A Pacific children's literature Web project [Exploring Literacy on the Internet department]. The Reading Teacher, 53 (8).

Dalton, B., Morocco, C.C., Tivnan, T. & Rawson, P. (1997). Supported-inquiry science: Teaching for conceptual change in the urban classroom. Journal of Learning Disabilities, 30 (6), 670-684.

Dalton, B., Tivnan, T., Riley, M.K., Rawson, P. & Dias, D. (1995). Revealing competence: fourth-grade students with and without learning disabilities show what they know on paper-and-pencil and hands-on performance assessments. Learning Disabilities Research and Practice, 10, 197-214.

Daiute, C. & Dalton, B. (1994). Collaboration between children learning to write: Can novices be masters? Cognition and Instruction.

Dalton, B., Morocco, C.C., Tivnan, T., & Rawson, P. (1994). Effect of assessment mode on learning disabled and non-learning disabled students' performance in hands-on science. International Journal of Educational Research, 21, 299-316.

Morocco, C.C., Dalton, B., & Tivnan, T. (1992). The impact of computer-supported writing instruction on the writing quality of fourth-grade students with and without learning disabilities. Reading and Writing Quarterly, 27, 87-113.