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Topic: The Impact of Dogs on Student Academic Reading Performance
Barber, O., Proops, L. (2019). Low-Ability Secondary School Students Show Emotional,
Motivational, and Performance Benefits when Reading to a Dog Versus a Teacher.
Anthrozoös, 32(4), 503-518. https://doi.org/10.1080/08927936.2019.1621522
Research has shown the positive impact of dogs on student performance. This study
examines the social-emotional impact of students when reading to a dog versus reading to
a teacher. Researchers had twenty students aged 11-12, read for five minutes to a dog and
then five minutes to a teacher in random order. Researchers evaluated the student’s
fluency and accuracy when reading, along with physical behaviors. It was recorded that
students who read to the dog showed to have an improved reading performance and
behaviors than those reading to the teacher. Researchers also recorded those students who
participated tended to have more positive emotions when reading to the dog. It can be
concluded that students showed an improved reading performance in the presence of a
dog. However, student data collection will need to be explored more to have a precise
effect of dogs. This study will be beneficial in paper to show the effects dogs have on
student performance but will also support the claim of a lack of sufficient data.
Connell, C.G., Tepper, D.L., Landry, O., Bennett, P.C. (2019). Dogs in Schools: The Impact of
Specific Human-Dog Interactions on Reading Ability in Children Aged 6 to 8 Years.
Anthrozoös, 32(3), 347-360. https://doi.org/10.1080/08927936.2019.1598654
This study focused on the ability of 6–8-year-old children’s reading ability to dogs versus
humans. Sixty-three children were examined and studied for four weeks with a total of
four hours per week in three different testing measures. Students were grouped up and
placed to either train the dog, read with the dog, or conduct normal classroom activities
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with a dog present which served as the testing conditions. The researchers assessed each
of the students before the study and post-intervention to create a measurable foundation.
In conclusion of the study, researchers found that reading proficiency increased for all
students in each of the three conditions. Although all three conditions saw improvements,
the researchers concluded the presence of a dog alone in the classroom can increase
student reading. Utilizing this article will be beneficial to the topic because it provides
quantitative data which is limited for this topic. The researchers indicate the need for
better quality evidence which further proves the need for further research on the topic
which is stated in my paper.
Kiran, J., Ventresco, N.E., Gardner, T. (2017). The impact of a Therapy Dog Program on
Children’s Reading: Follow-up and Extension to ELL Students. Early Childhood
Education Journal, 46, 103-116. https://doi.org/10.1007/10643.2017.0844
Long-term exposure to a dog reading program can have lasting effects when implemented
over several years. This research is a follow-up to prior research in which dogs were
implemented in the classroom with kindergarten students. These same students followed
the same reading program in first grade and saw substantial growth compared to the first
year of the program and control groups. The study was also expanded to grades second
through fourth in which these grades did not show large differences in scores with
implementation of the reading program. It should be noted that there is no pre-
implementation data to compare which could give a misconception of the data. It can be
concluded that the implementation of dog reading programs can have a substantial impact
on younger students when implemented early in the student’s education. This research
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will further my paper and add to the data that is needed to make the correct implications
of dog reading programs in school.
Noble, O., & Holt, N. (2018). A study into the impact of the Reading Education Assistance Dogs
scheme on reading engagement and motivation to read among Early Years Foundation-
Stage children. Education 3-13 International Journal of Primary Elementary and Early
Years Education, 46(3), 277-290. https://doi.org/10.1080/03004279.2016.1246587
Reading engagement and motivation is a large factor in the implementation of dog
reading programs. However, there is insufficient data on the performance impact of
reading which is identified by the researcher. This study focused on driving factors of
students to read and their enthusiasm. Six students were selected from the ages 4-5 to
participate in the study. These students were to read to a dog for four weeks with each
session ending with an interview. By the fourth week, students reported feeling happy
when getting to read to the dog. It was also noted by students, parents, and teachers there
was an increase in student confidence due to a lack of judgment from the dog. The
researcher suggests taking student data starting at the beginning of the year and
throughout the year to further support any claims. Utilizing this research in my paper can
further support the need for better data recording when conducting these studies but also
provides a different measurement method of student success.
Rousseau, C.X., Tardif-Williams, C.Y. (2019) Turning the Page for Spot: The Potential of
Therapy Dogs to Support Reading Motivation Among Young Children. Anthrozoös,
32(5), 665-677. https://doi.org/10.1080/08927936.2019.1645511
This study measured student motivation to read in the presence of a dog and without a
dog. Researchers studied seventeen students in the grades first through third and observed
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reading to a dog and teacher separately. Students were asked to read the beginning of the
passage and once done they could finish reading if they liked. Researchers would take
notes during reading sessions recording students’ behavior and performance. These notes
would record the student’s fluency and motivation to move on past the first passage. All
areas recorded showed an increase with a dog present versus without a dog. Students
noted reading with a dog made them more relaxed and excited to read. The research is
beneficial because it focuses on student’s desire to read which is noted by the author, it
will eventually increase student performance. It is important to note the study was
conducted over a month period which hinders the data’s reliability.
Sorin, R., Brooks, T., Lloyd, J. (2015). The Impact of the Classroom Canines Program on
Children’s Reading, Social and Emotional Skills, and Motivation to Attend School. The
International Journal of Literacies, 22(2). https://doi.org/10.18848/2327-0136/CGP
This study evaluated the effect of incorporating dogs in classrooms to increase student
behavior and literacy. Eleven students aged five through eleven were evaluated based on
interactions with dogs while reading. The students targeted for the study also come from
a low-income community which is important to note the correlation with poor reading
performance. Students within the study were asked to read for 20 minutes to the dog in
which researchers made notes of the interaction over a semester. Researchers concluded
there was a increased performance in students as well as social and emotional skills. The
study also showed a strong correlation between implementing dogs in the classroom with
increased student attendance. Compared to previous years, attendance increased in the
presence of a dog. This study is beneficial to my research because the author notes a need
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for more educational impacts of dogs in the classroom while providing evidence of the
benefits.
Steel, J. (2022). Children’s’ wellbeing and reading engagement: the impact of reading to dogs in
a Scottish Primary 1 classroom. Education 3-13 International Journal of Primary
Elementary and Early Years Education. https://doi.org/10.1080/03004279.2022.2100442
Dogs implemented in classrooms are gaining popularity due to their claims of benefiting
students, however, there is little educational data that fully supports this claim as noted by
the author. The author conducted a study evaluating 21 students who are aged 5 and 6
reading for 3 minutes each, twice a week, and for a month. The author also made it a
point to collect data from students of different reading levels to better understand the
impact of dogs. The researcher concluded when implementing a dog in reading sessions,
students reported a sense of excitement to read and more confidence. Students who were
at the lower reading levels and struggled with self-confidence the most were reported to
have the highest impact. This study is beneficial to my paper in supporting the claim that
dogs in the classroom are a beneficial tool to utilize to improve student reading
performance. Understanding the mental effects can better improve strategies to increase
reading performance.
Steel, J. (2022). Reading to Dogs in Schools: a controlled feasibility study of an Online Reading
to Dogs Intervention. International Journal of Educational Research, 117.
https://doi.org/10.1016/j.ijer.2022.102117
The author conducted a study to measure the effects of reading to dogs utilizing the
online platform. The researcher conducted the study with one hundred-six students aged
nine years old. Students participating in the study would video call with dogs and read
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stories over the month. Data was recorded based on the well-being of the student and
reading effect, which was taken pre, mid, and post-intervention. In conclusion of the
study, it was found there was not a significant impact on student performance but show
an increase in performance from start to end. This research is essential to utilize in my
paper due to the data collection being more intensive and thorough. The author provides
data the reader can compare across the entirety of the intervention which helps increase
effectiveness. It was noted by the author that conducting interventions with students
online allowed for more students to participate.
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