Books putting kids and pets on the same page
ISSUES around children learning to read are rarely out of the news. Which is hardly surprising – becoming a successful reader is of paramount importance in improving a child’s life chances. Nor is it surprising that reading creates a virtuous circle: the more you read the better you become. But what may come as a surprise is that reading to dogs is gaining popularity as a way of addressing concerns about children’s reading.
There is a lot of research evidence indicating that children who read extensively have greater academic success.
Many children naturally enjoy reading and need little encouragement, but if they are struggling their confidence can quickly diminish – and with it their motivation.
So how can dogs help?
Reading to dogs is just that – encouraging children to read alongside a dog. The practice originated in the US in 1999 with the Reading Education Assistance Dogs scheme and initiatives of this type now extend to a number of countries. In the UK, for example, the Bark and Read scheme supported by the Kennel Club is meeting with considerable enthusiasm.
The presence of dogs has a calming effect on many people – hence their use in Pets as Therapy schemes. Many primary schools are becoming increasingly pressurised environments and children (like adults) generally do not respond well to such pressure. A dog creates an environment that immediately feels more relaxed and welcoming. Reading can be a solitary activity, but can also be a pleasurable, shared social event.
Children who are struggling to read need to build confidence and rediscover a motivation for reading. A dog is a reassuring, uncritical audience who will not mind if mistakes are made. Children can read to the dog, uninterrupted; comments will not be made. Errors can be addressed in other contexts at other times. For more experienced or capable readers, they can experiment with intonation and “voices”, knowing that the dog will respond positively.
Reading to a dog can create a helpful balance, supporting literacy activities which may seem less appealing to a child. Children with dyslexia, for example, need focused support to develop their understanding of the alphabetic code (how speech sounds correspond to spelling choices). But this needs to be balanced with activities which support independent reading and social enjoyment.
Gill Johnson is an assistant professor in education at University of Nottingham. This article is originally from and courtesy of The Conversation.
❝ Reading to dogs is gaining popularity.