The Impact of a Canine-Assisted Reading Program on Readers Needing Extra Practice

Autor/inn/en	Coffman, Amanda N.; Bernstein, Elana R.; Davies, Susan C.; Justice, Ann F.
Titel	The Impact of a Canine-Assisted Reading Program on Readers Needing Extra Practice
Quelle	In: Reading Teacher, 76 (2023) 6, S.724-734 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bernstein, Elana R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.2192
Schlagwörter	Elementary School Students; Grade 2; Reading Fluency; Reading Attitudes; Animals; Reading Programs; Drills (Practice); Oral Reading; Student Attitudes; Program Effectiveness; Elementary Reading Attitude Survey + Suchen Sie Ihr Suchwort? School year 02; 2. Schuljahr; Schuljahr 02; Reading behavior; Rading behaviour; Leseverhalten; Animal; Tier; Tiere; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Schülerverhalten
Abstract	Canines can provide emotional support, create a nonjudgmental environment, facilitate positive social interactions, and shape student behavior. This study investigated the impact of a canine-assisted reading program on four second-grade students' reading fluency and attitudes toward reading. Oral reading fluency (ORF) was measured using ORF probes, and students' attitudes toward reading were measured with the Elementary Reading Attitude Survey. Although ORF skills did not improve significantly following the program, students' attitudes toward reading did. Implications regarding innovative strategies for reading fluency programs, including canine-assisted methods, are discussed, with emphasis on the importance of maintaining reading enjoyment among readers needing extra practice. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01