Abstract:

Students with reading difficulties not only suffer from poor academic achievements but can suffer from anxiety, depression, low motivation, social and behavioral problems (e.g., Katzir, Kim, & Dotan, 2018). A possible aid may be multi-dimensional interventions that can improve literacy skills and related emotions. Animal-Assisted Literacy (AAL) instruction is an approach to intervention using therapeutic animals that reduce stress and serve as a secure base when engaging in learning and reading experiences (e.g., Friesen, 2010; Zilcha-Mano, Mikulincer, & Shaver, 2011).

The purpose of this study was to examine the effectiveness and unique features of AAL and different modes of AAL (such as teddy-bears) in promoting literacy performance and reducing negative feelings toward reading among second graders.

In this study, 80 second graders in schools in Israel were identified as poor readers and designated to one of four groups:
1) AAL intervention (intervention with a mentor and a therapy dog);
2) Teddy bear intervention (mentor and a teddy bear);
3) Classic intervention (mentor with no dog or teddy bear);
4) business-as-usual (BAU) group (no intervention).

Students in the intervention groups participated in 12 small group sessions provided once a week as part of the “OR” Response to Intervention (RtI) program (Katzir, Lipka, & Shaul, in press). The program focused on reading skills, cognition and emotion, using interactive materials to raise reading motivation and engagement. The AAL and teddy bear interventions were adapted based on the assumption that they serve as relatable, stress-reducing and non-judgmental figures (e.g., Friesen & Delisle, 2012).

Linguistic and emotional measurements related to reading were collected before and after the intervention. Measures collected were reading fluency, accuracy, vocabulary, reading comprehension, reading anxiety, rapid naming of letters and digits, reading self-concept and attachment to animals. Also, semi-structured interviews and questionnaires were administered for students and mentors. Analysis is an embedded mixed methods design. For the quantitative analysis, variance, repeated measures and stepwise regressions will be used to compare conditions and performance (currently being processed). For the qualitative analysis a phenomenological research design will be analyzed using emerging themes.

In the poster we will present qualitative and preliminary quantitative findings regarding the effectiveness of the interventions on academic and emotional factors, and benefits of dogs and teddy bears among poor readers. Preliminary qualitative analysis suggests themes in which children felt happy, motivated and read better following the interventions with dogs and teddy bears. 88% of participants stated that the dog helped them improved in reading (“The dog…helped me be more concentrated, write better and read faster”). Also, 80% of mentors in the teddy bear group stated that it contributed to students’ motivation, confidence, and reading engagement (“..One of the students.. finished with a love of reading. A big part of that is in favor to the teddy bear”).

The results suggest that multi-dimensional AAL interventions may aid poor readers feel more motivated and able to overcome challenges in reading. This is in line with limited findings showing that AAL programs improved literacy skills, changed students’ attitudes toward reading, increased motivation and enthusiasm (e.g., Paradise, 2007).

Keywords:

Animal assisted literacy intervention, Reading, Therapy dogs, Teddy-Bear Therapy, Elementary school, Reading intervention, Reading difficulties, RtI.