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ERIC Number: EJ1132963
Record Type: Journal
Publication Date: 2016
Pages: 20
Abstractor: As Provided
Reference Count: 53
ISBN: N/A
ISSN: EISSN-1940-4476
Analysis of an Animal-Assisted Reading Intervention for Young Adolescents with Emotional/Behavioral Disabilities
Bassette, Laura A.; Taber-Doughty, Teresa
RMLE Online: Research in Middle Level Education, v39 n3 2016
Teaching students to enjoy reading is important in middle level education; however, middle school students with emotional behavioral disabilities (EBD) frequently struggle with reading skills and frequently display motivational deficits during reading instruction. The purpose of this study was to examine if the presence/absence of a classroom pet dog impacted reading skills in four fifth-grade students with EBD. An alternating treatment design was used to assess the fluency, comprehension, and level of motivation in four students when using a reading intervention package during a dog present (dog and researcher) and a dog absent condition (researcher only). All participants improved reading performance during intervention conditions compared to baseline. Improvements in reading measures were observed across participants in both treatment conditions compared to baseline. Differences in motivation levels were reported in three participants who indicated they enjoyed the dog present condition while the fourth enjoyed both treatment conditions equally. Implications of the potential role of middle level educators pairing themselves with animals during academic interventions for middle school students and other areas for future research in the area of animal-assisted learning are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5; Intermediate Grades; Middle Schools; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Elementary Reading Attitude Survey; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Flesch Reading Ease Formula; Flesch Kincaid Grade Level Formula