The Effects of Dogs on Learning: A Meta-Analysis

Reilly, Katie; Adesope, Olusola; Erdman, Phyllis

doi:10.1080/08927936.2020.1746523

Cited by 21 publications

(28 citation statements)

References 26 publications

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“…With an increase in the popularity and prevalence of Reading to Dogs (RTD) interventions designed to support children's literacy, mental health and wellbeing (Brelsford et al 2017;Hall, Gee, and Mills 2016;Reilly, Adesope, and Erdman 2020), there is a need for more research to understand and examine the experiences and impact of including dogs in educational settings (Lewis and Grigg 2021).…”

Section: Introductionmentioning

confidence: 99%

“…In recent years, two systematic reviews of RTD and animal-assisted learning research have been conducted by Hall, Gee, and Mills (2016) and Brelsford et al (2017), which included 48 and 25 studies, respectively; a meta-analysis by Reilly, Adesope, and Erdman (2020) included 20 studies. The scope of these studies was comprehensive, including broad inclusion criteria such as peer reviewed journals, dissertations and grey literature from across the international research community.…”

Section: Introductionmentioning

confidence: 99%

“…These reviews and meta-analysis were unanimous in the conclusion that positive learning outcomes for children can result from including dogs in educational settings. However, the significance of these reported benefits was clouded by reservations associated with a lack of scientific rigour in most RTD studies (Brelsford et al 2017;Hall, Gee, and Mills 2016;Reilly, Adesope, and Erdman 2020). The key limitations concerned the absence of strict study protocols (e.g.…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…Proponents of RTD suggest that dogs provide a non-judgemental companion, which can help motivate children to read by increasing their confidence and decreasing their anxiety during reading (Brelsford et al 2017;Hall, Gee, and Mills 2016;Reilly, Adesope, and Erdman 2020). By creating positive reading experiences, it is suggested that children may increase their frequency of reading, and potentially reading skill, if positive reading affect is sustained (Brelsford et al 2017;Hall, Gee, and Mills 2016;Reilly, Adesope, and Erdman 2020). With regard to children's mental health and wellbeing, it is suggested that the ability of dogs to accept children uncritically and unconditionally (Anderson and Olson 2006) and to evoke shared social responses in the form of a 'social lubricant' may promote emotional wellbeing within a classroom (Klotz 2014;Wells 2009).…”

Section: Introductionmentioning

confidence: 99%

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Reading to dogs in schools: an exploratory study of teacher perspectives

Steel

Williams

McGeown

2021

Educational Research

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Background: Reading to Dogs (RTD) interventions have become increasingly prevalent in UK primary schools. However, there is a need for research examining teachers' perspectives on RTD, as this could be key in influencing the uptake and adherence to school RTD interventions. Purpose: This study sought to examine primary school teachers' views of RTD in schools, exploring perceived benefits and challenges, in addition to their experience of RTD interventions. Methods: The sample was gathered through voluntary/selfselecting participation in an open questionnaire-based survey shared through UK online teaching forums. In total, 253 UK primary school teachers (with varying knowledge and experience of RTD) completed the questionnaire, which focused on benefits and challenges associated with RTD identified in existing literature. More specifically, teachers' perspectives of reading, social, emotional and behavioural benefits, and challenges (e.g. paperwork, time commitment, allergies, child/staff/dog welfare) were examined. Also, 59 teachers provided additional written comments regarding benefits and challenges associated with RTD. Results: Teachers' perspectives on RTD were generally very positive; perceptions of benefits to social, emotional and behavioural outcomes were more positive than those associated with reading outcomes. Furthermore, teachers perceived greater benefits to children's reading affect (e.g. motivation, confidence) than their reading frequency or skill. In general, teachers reported low concerns about the challenges associated with RTD; qualitative responses suggested that, while these challenges were real, they were not seen as insurmountable. Finally, teachers with greater knowledge and/or experience of RTD were more positive about its benefits and had fewer concerns about the challenges, although there were some exceptions. Additional written responses provided qualitative insights into teachers' experiences of RTD. Implications and conclusion: Overall, UK primary school teachers in our sample were very positive about RTD; while they acknowledged challenges, these were not regarded as barriers to implementation. Furthermore, teachers could provide useful insights into the benefits and challenges associated with RTD from a practical and pedagogical perspective. Indeed, this study highlights the importance of gaining teachers' perspectives of interventions that ARTICLE HISTORY

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Reading to dogs in schools: an exploratory study of teacher perspectives

Steel

Williams

McGeown

2021

Educational Research

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Sample 5: Dog Days

Aguilar-Moya,

Cabral-Domínguez

2023

Springer Texts in Education

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Supporting Young Readers: A Mixed-Methods Study of Their Literacy, Behaviour, and Perceptions When Reading Aloud to Dogs or Adults

Syrnyk

McArthur

Zwack³

et al. 2022

Early Childhood Educ J

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Animal-assisted interventions (AAI) have been found to benefit human emotional state and cognitive performance. Recent applications of AAI have extended to classrooms with a range of intentions including to improve literacy. This Canadian study sought to examine differences in reading performance and behaviour in early readers identified as requiring extra supports following exposure to a canine-assisted and adult-assisted reading support. Twenty-four 7- to 8-year-olds experienced both supports in random order. At the start of the study and after completion of either support learners’ oral reading, reading comprehension, social functioning, and reading affect were assessed. Parents, teachers, and children were also asked a range of closed- and open-ended questions. Findings showed evidence of improvement in reading performance, particularly after reading to a dog. There was also evidence of improved social competence overall and decreased problematic behaviour, although this was dependent on order of exposure. Teacher and parent reports showed they believed both supports to improve learner skills and affect for reading, and that teachers made more distinctions here. Implications for the practical application and relevance of methodological detail for future work are discussed.

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The Effects of Dogs on Learning: A Meta-Analysis

Cited by 21 publications

References 26 publications

Reading to dogs in schools: an exploratory study of teacher perspectives

Reading to dogs in schools: an exploratory study of teacher perspectives

Sample 5: Dog Days

Supporting Young Readers: A Mixed-Methods Study of Their Literacy, Behaviour, and Perceptions When Reading Aloud to Dogs or Adults

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