NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1173583
Record Type: Journal
Publication Date: 2018-May
Pages: 7
Abstractor: As Provided
ISSN: ISSN-1082-3301
Effects of an Animal-Assisted Intervention on Reading Skills and Attitudes in Second Grade Students
Linder, Deborah E.; Mueller, Megan K.; Gibbs, Debra M.; Alper, Jean A.; Freeman, Lisa M.
Early Childhood Education Journal, v46 n3 p323-329 May 2018
Reading skills are an important component of academic success for school-age youth, and are associated with increased academic performance and positive attitudes about school. The presence of an animal appears to reduce stress during reading. Therefore, the goal of this study was to assess the feasibility and effects of a 6-week after-school canine-assisted reading program in a public elementary school setting. Second-grade students were randomized to either an intervention group (n = 14) in which they read to a registered therapy dog for 30 min once weekly for 6 weeks or a control group (n = 14) with a standard classroom curriculum. Children's reading skills were assessed biweekly and attitudes about reading were assessed pre- and post-intervention. The 6-week after-school canine-assisted reading program was feasible. Reading skill scores did not change significantly for either group. Although scores on recreational reading attitudes also did not change significantly for either group, the academic reading attitudes scores increased significantly in the intervention group (p = 0.002), but not in the control group (p = 0.06). These results support the benefits of an animal-assisted intervention for child literacy on children's attitudes about reading and can inform future programs evaluating reading programs that include dogs.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 2
Audience: N/A
Language: English
Sponsor: National Center for Advancing Translational Sciences (NCATS) (DHHS/NIH)
Authoring Institution: N/A
Grant or Contract Numbers: KL2TR001063