An existing school program in which therapy
dogs are integrated into the reading curriculum was ana￾lyzed to determine the effect on student reading. Previous
literature suggests an improvement in both reading skills
and attitudes towards reading when students read in the
presence of a therapy dog. Using a mixed method model,
the researchers analyzed standardized reading test scores of
169 students in kindergarten through fourth grade and
conducted interviews with educators and dog owners. A
series of t tests conducted by grade indicated a significant
difference, but only in kindergarten where the children in
the dog reading group achieved higher end-of-year reading
scores than a control cohort. A follow-up analysis of
covariance controlling for mid-year reading scores con-
firmed that these differences were not related to preexisting
reading levels. Interview results agreed with earlier studies
noting improvements in reading and writing skills as well
as attitude and enthusiasm for reading across all grade
levels but with greatest gains for Special Education, ESL,
and children who struggle with reading. Archival data from
subsequent years is being collected and will seek to
replicate the findings in kindergarten and to examine the
cumulative effect of the reading program.

J171

Perpustakaan FITK Pusat

Tersedia

• The Impact of a Therapy Dog Program on Children’s Reading Skills and Attitudes toward Reading

Share :