Unleashing Literacy Skills with Therapy Dogs

This blog summarises the literature review submitted by our mentor Kendall Richmond on March 3, 2024, entitled: How can therapy dogs support students’ emerging literacy skills?

Innovative approaches are continuously sought to enhance students' learning experiences in today's rapidly evolving educational landscape. Among these approaches, using therapy dogs in educational settings has emerged as a promising avenue for fostering students' literacy skills. 

The Importance of Literacy

Before delving into the role of therapy dogs, it's crucial to recognise the foundational importance of literacy. As Castles, Rastle, and Nation aptly describe, literacy serves as the cornerstone for knowledge acquisition, cultural engagement, and success in various spheres of life. Despite its paramount significance, low literacy levels persist as a global challenge, affecting students' academic performance and future prospects.

The Emergence of Canine-Assisted Literacy Programs

At Canine Comprehension, therapy dogs are invaluable partners in the journey towards improved literacy. Drawing inspiration from programs like the Reading Education Assistance Dogs (READ), educators and institutions worldwide have embraced the concept of reading to dogs as a form of Animal Assisted Intervention (AAI). These programs aim to create a supportive, non-judgmental environment where students can practice reading with confidence.

Evidence-Based Insights

Richmond's literature review presents a comprehensive overview of the empirical evidence supporting the efficacy of canine-assisted literacy programs. Through systematic reviews and controlled trials, researchers have documented numerous benefits, including increased motivation, reduced anxiety, and improved reading comprehension. Moreover, qualitative studies highlight the positive impact of therapy dogs on students' emotional well-being and overall engagement with literacy activities.

Ongoing Research and Development

As the field of canine-assisted literacy continues to evolve, there is a growing consensus on the need for further research and development. While existing studies provide valuable insights, more rigorous methodologies and larger-scale investigations are necessary to understand the nuances of therapy dog interventions fully. Additionally, efforts to establish best practices for implementing canine-assisted reading programs are underway, ensuring that these initiatives maximise their potential benefits for students.

In conclusion, Canine Comprehension offers a compelling glimpse into the transformative power of therapy dogs in supporting students' literacy development. By fostering a nurturing learning environment and instilling confidence in young learners, these furry companions are paving the way for brighter educational outcomes. As educators, researchers, and advocates continue to explore this innovative approach, the journey towards literacy excellence becomes all the more enriching and rewarding.

Further Reading

Castles, A., Rastle, K., & Nation, K. (2018). Ending the Reading Wars: Reading Acquisition from Novice to Expert. Psychological Science in the Public Interest. 19(1). 5-51

Hall., S., Gee, N., & Mills, D. (2016). Children Reading to Dogs: A Systematic Review of the Literature. PLoS ONE. 11(2).

Kirnan, J., Siminerio, S., & Wong, Z. (2015). The Impact of a Therapy Dog Program on Children’s Reading Skills and Attitudes towards Reading. Early Childhood Education Journal. 44. 637-651.

Kirnan, J. & Ventresco, N. (2018). Developing Literacy Skills in Children Through Interaction with Dogs. In Jalongo, M.R. (Ed.) Children, Dogs and Education (pp. 153-178). Springer International Publishing.

Le Roux, M., Swartz, L., & Swart, E. (2014). The Effect of an Animal-Assisted Reading Program on the Reading Rate, Accuracy and Comprehension of Grade 3 Students: A Randomized Control Study. Child Youth Care Forum. 43. 655-673.

Moats, L.C. (2020). Speech to Print: Language Essentials for Teachers. 3rd ed. Paul H. Brookes Publishing Co.
Steel, J. (2022). Children’s wellbeing and reading engagement: the impact of reading to dogs in a Scottish Primary 1 classroom. Education. 52(3). 375-390.

Steel, J. (2024). Reading to Dogs as a form of animal-assisted education: are positive outcomes supported by quality research? Literacy. 58(1). 102-118.

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