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Topic: The Impact of Dogs on Student Academic Reading Performance
Beach, K. D., Washburn, E. K., Gesel, S. A., & Williams, P. (2021). Pivoting an Elementary
Summer Reading Intervention to a Virtual Context in Response to COVID-19: An
Examination of Program Transformation and Outcomes. Journal of Education for
Students Placed at Risk, 26(2), 112-134. https://doi.org/10.1080/10824669.2021.1906250
In this article, Beach, Washburn, Gesel, and Williams evaluate an elementary summer
virtual reading intervention program in response to the COVID-19 pandemic. The
purpose of the study is to evaluate the effectiveness of online learning and reading
intervention for those students who are behind. The authors include adjustments made to
the program that includes the material, technology, and technical support which are all
necessary for student success. The program faced many challenges as it navigates a new
intervention method implementation. Researchers evaluated the program's success by
comparing data pre-implementation and post-implementation assessment data. Utilizing
assessment data gave the researchers qualitative feedback which will further the result
evaluation. Through evaluation of the results, it was found that the virtual reading
intervention had a positive impact on student reading skills and record significant gains.
This study is important to my research paper to offer alternative reading interventions that
are taking place in order to bridge the gap in student learning.
Kirnan, J., Shah, S., & Lauletti, C. (2020). A dog-assisted reading program’s unanticipated
impact in a special education classroom. Educational Review, 72(2), 196-219.
doi:10.1080/00131911.2018.1495181
Kirnan, Shah, and Lauletti explore the unexpected impact of a dog-assisted reading
program in a special education classroom in this article. The authors researched the
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potential benefits of using dogs as reading companions for students with special needs,
examining how this approach can enhance engagement and reading skills. The study
utilized observations, interviews, and video recordings to gather data. The participants
were six students, aged 8-10 years, with various disabilities, including autism and
specific learning difficulties. The researchers introduced trained therapy dogs to the
classroom, observing how the presence of the dogs influenced the students' reading
behaviors and attitudes toward reading. The findings had positive impacts on the dog-
assisted reading program. It was recorded that the students' reading fluency and
comprehension improved significantly resulting in the presence of the dogs seemed to
reduce anxiety and create a more relaxed and non-judgmental reading environment,
promoting a positive emotional state for the students. Additionally, the dogs served as
social facilitators, increasing peer interactions and collaboration among the students. The
study highlights the students' enhanced motivation and enthusiasm for reading. The
authors also discuss the program's potential for fostering empathy, as the students
developed a sense of responsibility towards the dogs' well-being and comfort. This study
will be beneficial in my paper to support the need for therapy dogs to further student
achievement in the classroom as well as incorporate those students in special education
classrooms.
Miles, K. P.,FMcFadden, K. E.,FColenbrander, D., andFEhri, L. C.F(2022)FMaximizing access to
reading intervention: comparing small group and one-to-one protocols of Reading
Rescue.FJournal of Research in Reading,F45, 299–F323.Fhttps://doi.org/10.1111/1467-
9817.12383.
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In this study, Miles et al. study the effectiveness of two different protocols, small group,
and one-to-one, in the implementation of the Reading Rescue intervention. The
researchers aimed to determine which protocol provides better access to reading
intervention for struggling readers. The authors evaluated 100 students who struggled in
reading from elementary schools and were randomly assigned to either the small group or
one-to-one intervention. The results indicated that both protocols led to significant
improvements in reading skills. However, the one-to-one protocol demonstrated slightly
better outcomes, particularly in word recognition and decoding skills. The findings
suggest that individualized attention and instruction provided in the one-to-one setting
may enhance the effectiveness of reading interventions for struggling readers. This study
has important implications for educators and practitioners involved in designing and
implementing reading interventions. It highlights the potential benefits of individualized
instruction and suggests that the one-to-one protocol may be more effective for
maximizing access to reading intervention. The research contributes to the existing
literature on literacy interventions and provides insights into effective instructional
strategies for struggling readers. This research is beneficial to my paper to offer
alternatives to reading interventions.
Mize, M., & Park, Y. (2021). iPad-assisted reading fluency instruction for fourth graders with
reading difficulties: A single case experimental design. Journal of Computer Assisted
Learning, 37, 500-509. https://doi.org/10.1111/jcal.12503
In this study, Mize and Park examined a group of 4th-grade students that exhibited
reading difficulties by implementing iPad reading assistance. The authors highlight that
implementation of reading by utilizing the iPad could possibly enhance the student
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motivation towards reading due to the high amount of students that own an iPad at home.
Incorporating the iPad can also allow researchers to individualize the reading intervention
for each student. Students who participated in the study were instructed to use the reading
fluency app which recorded all student data when in use. Students were evaluated on oral
reading and comprehension tests. As a result of the intervention, the data suggest the use
of iPad interventions can increase student reading fluency as well as reading
comprehension when used as a personalized intervention. This study will be beneficial to
my paper to offer various methods utilized in the classroom to increase student reading
proficiency.
Schretzmayer, L., Kotrschal, K., & Beetz, A. (2017). Minor immediate effects of a dog on
children’s reading performance and physiology. Frontiers in Veterinary Science, 4(90).
Doi: 10.3389/fvets.2017.00090
Schretzmayer, Kotrschal, and Beetz (2017) conducted a study to investigate the
immediate effects of a dog on children's reading performance and physiological
responses. The researchers studied whether the presence of a dog during reading activities
would have any positive influence on children's reading abilities and physiological states.
The study included 48 children aged 7 to 9 years old who were asked to read aloud to a
dog and read aloud to a teacher. They also collected physiological data, which included
student heart rate in hopes to pinpoint student stress while reading. The results indicated
that there was not a large difference between the two reading groups in reading
performance and physiologically. The study provides valuable insights into the potential
impact of animal-assisted interventions on children's reading abilities and highlights the
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need for further research in this area further proving the point of more data-driven
research as highlighted in my paper.
Steel, J., Williams, J.M., & McGeown, S.F(2021)FReading to dogs in schools: an exploratory
study of teacher perspectives.FEducational Research,F63(3),F279
301,FDOI:F10.1080/00131881.2021.1956989
The study evaluates the teacher's perspective on the practice of reading to dogs in schools
and its benefits on children's reading proficiency. Researchers conducted interviews with
15 teachers in Scotland regarding their overall opinions on implementing dogs in the
classroom to assist students. Researchers note common themes among the teacher
interviews noting key terms and patterns. Teachers recorded having a positive experience
with the dogs in the classroom and found it to be very engaging for the students. Teachers
also reported that reading to dogs created a non-judgmental and supportive environment,
encouraging children to develop their reading skills and confidence in reading out loud. It
was also recorded that the implementation of dogs increased students' motivation to read
versus before the implementation of a dog in the classroom. This study is beneficial to
my research paper due to the providing of evidence from teachers and not just students.
It's important for all to understand the intervention and to be on board for the effective
implementation of the program.
Uccheddu, S., Albertini, M., Pierantoni, L., Fantino, S., & Pirrone, F. (2019). The Impacts of a
Reading-to-Dog Program on Attending and Reading of Nine Children with Autism
Spectrum Disorders.FAnimals,F9(8), 491. https://doi.org/10.3390/ani9080491
In this article, Uccheddu et al. examine the effects of reading to a dog on the attending
and reading skills of nine children diagnosed with Autism Spectrum Disorders (ASD).
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The study aimed to explore the potential benefits of human-animal interactions,
specifically with trained therapy dogs, on the engagement and reading abilities of
children with ASD. The research utilized a multiple baseline design across participants to
assess the impact of the reading program. The children were individually paired with a
therapy dog, and their attending and reading behaviors were measured during the reading
sessions. The data collected included measures of duration of attending behaviors,
reading accuracy, and reading fluency. The findings of the study revealed several positive
outcomes. The participants demonstrated increased attending behaviors during the
reading sessions when accompanied by a therapy dog. Moreover, improvements in
reading accuracy and fluency were observed among the children. The results suggest that
incorporating therapy dogs into reading interventions can have a significant positive
impact on the attending and reading skills of children with ASD. The presence of the
dogs appeared to create a supportive and motivating environment, enhancing the
children's engagement and focus during reading activities. The findings support the use of
therapy dogs as a valuable tool in educational settings to promote attention and reading
skills among children with ASD along with providing testing data to support the claim.
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