Analysis of an Animal-Assisted Reading Intervention for Young Adolescents with Emotional/Behavioral Disabilities

Autor/inn/en	Bassette, Laura A.; Taber-Doughty, Teresa
Titel	Analysis of an Animal-Assisted Reading Intervention for Young Adolescents with Emotional/Behavioral Disabilities
Quelle	In: RMLE Online: Research in Middle Level Education, 39 (2016) 3, (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4476
DOI	10.1080/19404476.2016.1138728
Schlagwörter	Teaching Methods; Animals; Intervention; Early Adolescents; Emotional Disturbances; Behavior Disorders; Reading Difficulties; Grade 5; Elementary School Students; Reading Comprehension; Reading Fluency; Reading Skills; Reading Motivation; Comparative Analysis; Self Contained Classrooms; Attitude Measures; Reading Attitudes; Student Attitudes; Surveys; Emergent Literacy; Reading Tests; Readability; Readability Formulas; Elementary Reading Attitude Survey; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Flesch Reading Ease Formula; Flesch Kincaid Grade Level Formula + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Animal; Tier; Tiere; Gefühlsstörung; Reading difficulty; Leseschwierigkeit; School year 05; 5. Schuljahr; Schuljahr 05; Leseverstehen; Reading skill; Lesefertigkeit; Lesemotivation; Reading behavior; Rading behaviour; Leseverhalten; Schülerverhalten; Survey; Umfrage; Befragung; Frühleseunterricht; Lesetest; Lesbarkeit
Abstract	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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01