You are here

AN ANALYSIS OF IMPROVING STUDENT PERFORMANCE THROUGH THE USE OF REGISTERED THERAPY DOGS SERVING AS MOTIVATORS FOR RELUCTANT READERS

Download pdf | Full Screen View

Date Issued:
2007
Abstract/Description:
This investigation studied the impact of registered therapy dogs assigned to students in order to improve reading skills. The purpose of this study was to determine if children assigned to registered therapy dogs improve significantly in reading achievement and related school performance such as attendance and discipline when compared to students of similar characteristics not assigned to registered therapy dogs. Specifically, the study used data to ascertain whether students assigned to registered therapy dogs improved their reading skills and if these students demonstrated more or less growth than students of similar characteristics not assigned to registered therapy dogs. This study analyzed data from the Canine Assisted Reading Education (C.A.R.E. to Read) program, data collected from the teacher responses to the C.A.R.E. to Read Teacher Questionnaire, and data provided by Brevard Public School District. Repeated measures analyses and descriptive statistics clearly revealed that students assigned to registered therapy dogs demonstrated more reading growth than their peers who were not assigned to registered therapy dogs. Additionally, students assigned to the registered therapy dogs had a more positive attitude toward schoolwork, were more willing to participate in classroom activities, were more successful with higher level thinking skills, and were more self-confident after being assigned to the registered therapy dogs. Recommendations were made to address teacher training concerning classroom environment, higher level thinking skills, and identifying hesitant and resistant learners. Recommendations also were made for additional research on other uses for registered therapy dogs in the educational setting.
Title: AN ANALYSIS OF IMPROVING STUDENT PERFORMANCE THROUGH THE USE OF REGISTERED THERAPY DOGS SERVING AS MOTIVATORS FOR RELUCTANT READERS.
17 views
12 downloads
Name(s): Paradise, Julie, Author
Murray, Barbara, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2007
Publisher: University of Central Florida
Language(s): English
Abstract/Description: This investigation studied the impact of registered therapy dogs assigned to students in order to improve reading skills. The purpose of this study was to determine if children assigned to registered therapy dogs improve significantly in reading achievement and related school performance such as attendance and discipline when compared to students of similar characteristics not assigned to registered therapy dogs. Specifically, the study used data to ascertain whether students assigned to registered therapy dogs improved their reading skills and if these students demonstrated more or less growth than students of similar characteristics not assigned to registered therapy dogs. This study analyzed data from the Canine Assisted Reading Education (C.A.R.E. to Read) program, data collected from the teacher responses to the C.A.R.E. to Read Teacher Questionnaire, and data provided by Brevard Public School District. Repeated measures analyses and descriptive statistics clearly revealed that students assigned to registered therapy dogs demonstrated more reading growth than their peers who were not assigned to registered therapy dogs. Additionally, students assigned to the registered therapy dogs had a more positive attitude toward schoolwork, were more willing to participate in classroom activities, were more successful with higher level thinking skills, and were more self-confident after being assigned to the registered therapy dogs. Recommendations were made to address teacher training concerning classroom environment, higher level thinking skills, and identifying hesitant and resistant learners. Recommendations also were made for additional research on other uses for registered therapy dogs in the educational setting.
Identifier: CFE0001561 (IID), ucf:47131 (fedora)
Note(s): 2007-05-01
Ed.D.
Education, Department of Educational Research Technology and Leadership
Doctorate
This record was generated from author submitted information.
Subject(s): reading instruction
reading interventions
reluctant readers
animal assisted therapy
registered therapy dogs
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0001561
Restrictions on Access: public
Host Institution: UCF

In Collections