Dr. Dalton's research focuses on literacy and technology. She brings a universal design for learning perspective to her work, designing for diversity so that all learners benefit. Recent research projects include studies of project-based learning in English Language Arts, integrating literacy and STEM through youth’s tactile picture book making, and developing AI ethics through storytelling .
literacy and technology, reading comprehension, vocabulary, multimodal reading, multimodal composition, students with literacy difficulties, universal design for learning, digital literacies
EDUC 2311 - Children's Literature and Literacy Engagement in Elementary Schools
Fall 2019 / Spring 2020 / Fall 2020
Focuses on teaching children's literature in elementary schools & youth organizations. Participants will understand theoretical and developmental processes associated with literary learning, methods for teaching literature in a diverse society, and the integration of classroom instruction with the Colorado Academic Content Standards that foster such processes.
EDUC 4320 - Reading Instruction for Elementary Schools
Participants will engage theories and processes of literacy learning, reading development, and equity-oriented teaching. Students will learn, develop, and enact instructional strategies and lessons to support all students' successful participation in a range of print and multimodal literacy practices embedded in reading instruction in elementary classrooms.
EDUC 5255 - Digital Literacies and New Media
Engage in digital reading and writing experiences using tools for communication, collaboration, design and research. Students will discuss and critically reflect on the role of technology in literacy instruction, grounded on learning and literacy theories. Connections to English language arts include genre study of literary and nonfiction texts and using quality children's literature as mentor texts for multimodal craft.
EDUC 5285 - Reading Clinic Procedures K-12
Spring 2020 / Spring 2021
Focuses learning on a select group of K-12 students to assess reading proficiency, develop appropriate instructional goals, and provide instruction that addresses these goals. Emphasis on interpreting assessment data, extending a repertoire of instructional strategies, and developing and implementing a strong instructional plan.