Abstract
An initiative in which therapy dogs were integrated into a school-wide reading curriculum was analyzed to determine the effect on student reading in the program’s second year. Prior research on the first year of this specific program (Kirnan et al. in Early Child Educ J 44(6):637–651) demonstrated improvement in reading scores only for kindergarten students, while interview data revealed increases in positive attitudes and enthusiasm for reading across all grades. In the current study, a series of independent t-tests were conducted for each grade, comparing the second year of the program to a control group. There was a significant difference for kindergarten in the second year, as reading scores were higher for program students compared to those in the control group. Unlike the first year of the program, in the second year there was also a significant mean difference in first grade. For both grades, an analysis of covariance controlling for reading scores prior to program implementation still resulted in a significant main effect for the reading program. Combining the first 2 years of the program yielded a large enough sample for a comparison of ELL students with non-ELL students in kindergarten. These data showed significantly higher reading scores for students enrolled in the dog program relative to the control for both ELL and non-ELL students, again accounting for earlier reading scores. These findings demonstrate the need to analyze at-risk subgroups as well as the need to apply a longitudinal lens in researching both dog-assisted literacy programs and participant progress.
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Notes
For the purposes of this article, students whose native language is not English will be referred to as English Language Learners, or ELLs. ELL is the most current term used to describe this population of students, whereas ESL is now more commonly used to describe the teachers, courses, and programs aimed at educating ELL students (Ferlazzo and Sypnieski 2012).
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Acknowledgements
We would like to thank Editorial staff at Early Childhood Education Journal for their suggestions on an earlier version of this article, TAPLab (Testing and Assessment in Psychology) at The College of New Jersey (TCNJ) for data entry, interviews, insights, analysis, Faculty and professional staff at the elementary school for opening their classrooms for observation and participating in interviews. We specially thank school principal, Anthony Abeal, for his support and enthusiasm for the project as well as hours spent obtaining data, office staff for assistance obtaining data, Kindergarten teacher, Ashley Thompson, for initiating the program at the elementary school, and serving as a tireless liaison between the research team and the school, Trish Carfano for her assistance in obtaining and explaining various reading measures, dog owners for their participation in the program, active dogs and alumni (Ali, Amber, Apollo, Baci, Bailey, Belle, Bernie, Bob, Buster, Charley, Coco, Cooper, Freddy, Hershey, Jade, Lexi, Lilly, Lola, Molly, Opal, Penny, Precious, Rena, Rosie, Rosie, Sassy, Seamus, and Valentine), without whom this program would be impossible.
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The lead author is a therapy dog volunteer. She has volunteered at senior citizen assisted living centers, a summer camp for adults with developmental disabilities, and the reading program at the school under study.
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This is an original piece of research that has not been published elsewhere, nor is it currently submitted elsewhere for publication consideration. Further, all relevant IRB and school approvals were obtained and protocols followed in this study of archival data.
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This article is dedicated to the memory of Bailey, who volunteered in the elementary school for 5 years, since the inception of the program.
Thank you for making so many children excited about reading.
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Kirnan, J., Ventresco, N.E. & Gardner, T. The Impact of a Therapy Dog Program on Children’s Reading: Follow-up and Extension to ELL Students. Early Childhood Educ J 46, 103–116 (2018). https://doi.org/10.1007/s10643-017-0844-z
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DOI: https://doi.org/10.1007/s10643-017-0844-z