Reading to Dogs as a Form of Animal-Assisted Education: Are Positive Outcomes Supported by Quality Research?

Autor/in	Jill Steel
Titel	Reading to Dogs as a Form of Animal-Assisted Education: Are Positive Outcomes Supported by Quality Research?
Quelle	In: Literacy, 58 (2024) 1, S. 102-119Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	ORCID (Jill Steel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-4350
DOI	10.1111/lit.12345
Schlagwörter	Forschungsbericht; Animals; Reading Programs; Reading Motivation; Reading Attitudes; Children; Outcomes of Education + Suchen Sie Ihr Suchwort? Animal; Tier; Tiere; Lesemotivation; Reading behavior; Rading behaviour; Leseverhalten; Child; Kind; Kinder; Lernleistung; Schulerfolg
Abstract	Reading to Dogs (RTD) in schools, a form of animal-assisted education (AAE), is growing in popularity and prevalence. RTD involves children reading to a registered dog with benefits to well-being and reading outcomes thought to arise because of the unconditional positive regard and non-critical listening bestowed on the child by the dog. Yet RTD research is underdeveloped, and the practice lacks a substantial evidence base, casting dubiety over RTD's suitability for adoption in schools. This paper examines the research to date, exploring methodological factors and the potential efficacy of RTD for improving children's reading outcomes. Building on Hall et al.'s (2016) systematic review of RTD, related reviews, in addition to individual studies of relevance, are explored, followed by a brief discussion of further pertinent issues in RTD research. Cautious optimism about RTD as an impactful intervention to support reading outcomes is suggested, providing impetus for further research of increased quality. (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
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/2/06