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Literacy and why it matters

Sir Jim Rose, the former Her Majestys Inspector (HMI)
and Director of Inspection for the Ofce for Standards
in Education (Ofsted), commented on literacy in his
Independent Review of the Primary Curriculum (2009). He
dened literacy as the four strands of language reading,
writing, speaking and listening. This is an important
denition since many people might assume the term literacy
to refer to reading and writing skills only. Rose suggests that
speaking and listening skills form the foundation for the
other literacy skills and underpin all learning.
A picture of literacy in the UK
In their report on literacy in the UK (written in 2010, updated
in 2012), the National Literacy Trust identied socio-economic
factors that contribute to poor literacy levels in children and
young people. They also highlighted the implications of poor
literacy rates on employment and the economy, as well as on
the well-being and health of the individual.
The scale and signicance of the
literacy problem in the UK
Nearly one-fth of the UK population have a literacy level
below that expected of an 11 year old.
! in 5 parenls are unable lo read conldenlly wilh lheir
children (based on a study of 370,000 parents in London).
Two-lhirds ol adulls believe lhal lhe abilily lo read, wrile
and communicate is a basic human right.
Men and women wilh poor lileracy skills are leasl likely
to be in full-time employment at the age of 30. A lack of
literacy skills is also a considerable barrier to progression,
with two-thirds of men and three-quarters of women with
low literacy skills never having received a promotion.
Therefore, any intervention programmes that encourage and
support essential literacy skills are to be welcomed. There
are a huge variety of different types of programmes and
ideas to encourage reading. One of the most recent, and
perhaps the most novel, is the use of teams of therapy dogs
and their handlers as reading mentors for children who are
experiencing difculties with their reading.
Programmes and history
Visiting animal programmes that bring together children
and volunteer/owner and dog teams are a relatively new
application of animal-assisted therapy, at least in the UK.
The key features of AAT:
There are speciled goals and objeclives lor each individual.
Progress is measured.
Alison Reynolds examines the evidence for how animal-assisted therapy can
encourage and support children in developing essential literacy skills.
Reading to dogs programmes
Alison Reynolds BSc (Hons) MSc VN PGCE
Literacy in the home
Age and attitudes towards reading are closely linked:
the younger the child, the more likely they are to read
one-third of ve to eight year olds read a book every
day, compared to only 17% of 17 year olds. However,
todays teenagers are more likely to read other
technology-based materials, including: blogs, websites
and newspapers. Half of children and young people will
read emails and blogs/networking websites every week.
Engagement with technology has a positive effect on
writing, with over half of children who use technological
materials enjoying writing, compared to only two-fths
of children who dont use technology.
Parents as role-models
Parents are the most important reading role models
for children and young people, with the mother taking
the lead role in slightly more cases. Overall though,
only 20% of parents nd opportunities to read to their
children, with the remainder citing busy lifestyles and
fatigue as barriers to reading.
Source: The National Literacy Trust. Jama D and Dugdale G (2010)
Literacy: State of the Nation a picture of literacy in the UK today.
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R.E.A.D (Reading Education
Assistance Dogs)
The pioneer reading programme was established in 1999
by Sandi Martin, a member of the Board of Directors of
Intermountain Therapy Dogs, based in Utah, USA. Former
nurse Sandi established the Reading Education Assistance
Dogs (R.E.A.D) programme after witnessing the benets of
animal-assisted therapy in her workplace. Through a casual
interest in what might happen if you combined animals with
children who were having reading difculties, R.E.A.D. was
born (Gerben, 2003). The programme began at the main
library in Salt Lake City for half an hour a week over the
course of one month. Today, the library programme extends
to all seven branches of the Salt Lake library and involves 30
R.E.A.D teams. In addition, R.E.A.D teams visit many public
schools in different communities across many other USA
states. The R.E.A.D programme now also operates in the
UK. Along with the Pets As Therapy initiative READ2DOGS,
both programmes are endorsed and supported by the
Kennel Clubs Bark and Read Foundation. The Bark and Read
Foundation was set up to support UK Charities that are
attempting to tackle the nations literacy problems, by taking
dogs into schools as reading mentors/volunteers.
Why do the programmes work so well?
Children who have difculty reading may be nervous or self-
conscious about reading in front of their peers or teachers,
which makes it harder to concentrate (Gerben, 2003). In
addition, the anticipation of having to read aloud may also
become an issue for some children, creating anxiety and
further compounding the issue.
Kathy Klotz (Executive Director of Intermountain Therapy
Animals), suggests that the success of the reading
programmes is based on the natural inclination of people
to read to their pets (Gerben, 2003, p5) and Jalongo et
al. (2004) agree that the reason why reading programmes
work so well as a therapeutic intervention, is because
they work on a childs natural tendency to open up in the
presence of an animal, coupled with the animals ability to
naturally reduce stress levels. There are a range of studies
that generally support this latter idea. For example, Allen
(2002) found a reduction in blood pressure in children whilst
reading aloud in the presence of a dog; similarly, Brubaker et
al. (2004) found reductions in the anxiety scores of children
undertaking maths tests in the presence of a therapy dog.
Odendaal (2000) suggests a physiological basis for these
mediating effects of companion animals.
According to Gerben (2003), the animals used in such
programmes (which are usually dogs, but have included
cats and even parrots), create a different environment a
non-threatening one in which children are not embarrassed
by mistakes they make. This agrees with Beck and Katchers
(1996) suggestion that an animals presence is able to
create a therapeutic environment by changing the focus of
attention and reducing anxiety, whilst creating a sense of
safety, intimacy and positive expectation.
Animal-Assisted Therapy (AAT)
AAT is a goal-directed intervention in which an animal
that meets specic criteria is an integral part of the
treatment process. AAT is directed and/or delivered
by a health/human service professional with specialized
expertise, and within the scope of practice of
his/her profession.
AAT is designed to promote improvement in human
physical, social, emotional, and/or cognitive functioning
[cognitive functioning refers to thinking and intellectual
skills]. AAT is provided in a variety of settings and
may be group or individual in nature. This process is
documented and evaluated.
Source: Delta Society Standards of Practice for Animal-Assisted
Activities and Therapy
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How do the programmes work?
Schools are obvious settings for reading programmes
involving dogs, but they can also be found in libraries
and bookstores.
In its most basic form, a child will sit in the company of a
teacher, the dog and their owner/handler and read aloud to
it. The childs condence is enhanced by the non-judgmental
acceptance of the dog.
Other more structured approaches comprise of a dog and
handler/volunteer, a teacher or classroom assistant and
sometimes other professionals. Children are usually selected to
participate in programmes at the direction of the school, but
the animal handler/volunteer often plays a very active role,
suggesting age-appropriate books and/or reading activities
that incorporate and actively involve their dog (Gerben, 2003).
Ingredients for success
Planning. Jalongo et al. (2004) and Jalongo (2005) remind
us that for any intervention to be meaningful, a degree of
planning is required; the authors suggest key ingredients for
successful reading programmes are:
Collaboration between volunteers and teachers to ensure
appropriately matched, age-specic reading material. It is
also preferable to involve the child in the book choices.
Assessing the individual childs suitability for interacting
with a dog
Interest the chosen reading material is focused on an
animal theme to maintain interest in the programme
Motivation ie some form of reward or outcome for the
programme. There are many innovative ways to encourage
motivation, including: using paw prints to pawtograph the
book or allowing the child to keep a favourite book after a
certain number have been read.
Best practice in reading programmes
Jalongo et al. (2004) suggest a number of recommendations
for each visit:
Work exclusively wilh regislered volunleer and dog leams
Adequalely prepare lhe child/ren lor lhe arrival ol lhe dog,
for example, teaching an appropriate and safe greeting of
the dog
Al all limes, monilor and consider lhe dog's salely and
well-being.
In a later paper, Jalongo (2005) outlines further points to
support best practice in reading programmes.
P.L.A.D recommends 20 minules once a week as an
appropriate length for a reading session
The dog handler/volunleer parlner musl be as enlhusiaslic
as possible and actively facilitate the childs reading,
for example: offering assistance with difcult words, or
suggesting alternative texts, if the chosen one seems too
difcult
The dog acls as an inlermediary belween child and
handler/volunteer and should be actively involved
throughout, eg the child can be asked to explain a difcult
word or concept to the dog.
The programmes reported in the literature describe
a surprising level of consistency in their structure and
management they generally involve a session time of 20
minutes, once a week and usually on a 1:1 basis (eg Briggs,
2003; Gerben, 2003; Scott, 2003; Paddock, 2010). The
literature also suggests that monitoring/evaluation of reading
skills appears to be inherent to most of these programmes
this is quite unusual in the eld of animal-assisted therapy
generally. Briggs (2003) illustrates that a variety of measures
can be used to test progress, including many standardised
instruments for assessing reading skills.
Benets of the reading programmes
To the child
lncreased conldence in reading oul loud, or in lronl ol
others
lmprovemenl in reading scores or levels
Opporlunily lo socialise wilh olhers
lun, novel way lo learn
To the reading teams
A novel opporlunily lo share lheir dog wilh children and lo
encourage positive attitudes towards animals
Abilily lo conlribule direclly lo and observe lrsl-hand, lhe
progress made by an individual in their reading skills
Bishop (cited in Gerben 2003, p7) suggests that the secret
to a successful programme is to really believe that the
dog enjoys it as much as you hope the children do your
enthusiasm for the programme as a volunteer will engender
the same positive attitudes in others.
Research ndings
Unlike many other animal-assisted interventions, many of
the reading programmes have been evaluated and even
preliminary ndings published. For example, the pilot R.E.A.D
project involving ten children between the ages of ve and
nine years old, (all with a below grade level reading skill and
considered as at-risk youth), showed improvements in all
participants reading scores, with one student even doubling
their score in just 15 months. Each student had a weekly 1:1,
20-minute R.E.A.D session and the schools reading specialist
evaluated the results at the end of each quarter using
nationally recognised tests. Teachers also noted a range of
additional benets, including: lower rates of absenteeism;
WWW.SCAS.ORG.UK s RESEARCH FOCUS
improvements in self-esteem and condence; improved
personal hygiene and greater empathy towards animals
(Gerben, 2003; Jalongo et al. 2004). Similar results were
reported by Scott (2003).
Paddock (2010) reported the results of a collaborative
study between the University of Davis School of Veterinary
Medicine and The Animal Rescue Foundation of Creek,
California. They studied a group of third-grade children,
either school or home-tutored, who spent 20 minutes a
week for 10 weeks reading to a therapy dog. They found
that reading uency increased by 12% (in the school study
group) and 30% in the home study group. They also found
an increase in reading speed of 30 words per minute.
Considerations health, safety and
welfare
As with any programme involving animals, there are a
number of general considerations necessary to maximise the
welfare of all participants and ensure programme success
and longevity (Jalongo et al. 2004). These include: health
and hygiene issues; safety and risk issues; fears, phobias and
allergies and cultural differences.
Book recommendations
(recommended by R.E.A.D Pet
Partners)
Cibbie, M. 2000. Small Brown Dogs Bad Remembering
Day. Macmillan Childrens Books. (Age level three to seven
years old.)
Leal, M. 20!!. The story of Ferdinand. Grosset & Dunlap.
(Age level three to six years old.)
McCeorge, C. W. !999. Bommer Goes to School. Chronicle
Books. (Age level two to ve years old.)
Koonlz, P. M. 2000. Why a dog? By a Cat. Cartwheel
Books. (Age level ve to six years old.)
lrilh, M. K. 2007. Ill Teach My Dog 100 Words.
HarperCollins Childrens Books. (Age level two to ve years
old.)
Peiser, L. 200!. My dog Trufe. HarperCollins Childrens
Books. (Age level three to seven years old.)
Clemenl, C. 20!0. The Great Poochini. Groundwood
Books. (Age level ve to eight years old.)
References
Allen, K. 2002. Cardiovascular Reactivity and the Presence of
Pets, Friends, and Spouses: The Truth About Cats and Dogs.
Psychosomatic Medicine 64:727-739.
Beck, A. and Katcher, A. 1996. Between Pets and People: The
Importance of Animal Companionship. Purdue University Press.
Indiana.
Briggs, R. 2003. Paws for Reading: An innovative program uses
dogs to help kids read better. School Library Journal June p43.
Brubaker, A. S. Lau, J. K. San Miguel, M. Geisler, M. W.
2004. Frontal midline theta activity. International Journal of
Psychophysiology 54:158-9.
Delta Society. 1996. Standards of practice for animal-assisted
activities and therapy. Available from the Delta Society: www.
deltasociety.org.
Gerben, R. 2003. Kids + Dogs = Combination for Paw-ric Peading
Adventures. Interactions 21(2):4-10.
Jama, D. and Dugdale, G. 2012. Literacy: State of the Nation. A
picture of literacy in the UK today. National Literacy Trust.
Jalongo, M. R. Astorino, T. and Bomboy, N. 2004. Canine visitors:
The inuence of therapy dogs on young childrens learning and
well-being in classrooms and hospitals. Early Childhood Education
Journal 32(1):9-16.
Jalongo, M. P. 2005. "Whal are all lhese dogs doing al school?".
Using therapy dogs to promote childrens reading practice.
Childhood Education 81(3):152-158.
Odendaal, J. S. 2000. Animal-assisled lherapy. Magic or medicine?
Journal of Psychosomatic Research 49(4):275-80.
Paddock, C. 2010. Dogs help kids improve reading uency.
Accessed on accessed 8/2/2012 at: www.medicalnewstoday.com/
articles/186708.php.
Rose, J. 2009. Independent Review of the Primary Curriculum:
Final Report. Accessed on 10/02/2012 at: www.education.gov.uk/
publications/standard/publicationDetail/Page1/DCSF-00499-2009
Scott, K. 2003. Dogs are the best part of the D.E.A.L. Interactions
21(2):11-12.
Contacts and further information
Kennel Club 8ark and Pead loundalion
www.thekennelclub.org.uk/barkandread
If you are interested in visiting the Kennel Club Library
to take part in an organised reading day please get in
touch with Ciara Farrell on 020 7518 1009 or email
ciara.farrell@thekennelclub.org.uk.
If you would like one of the Bark and Read sponsored
dogs to visit your school, community group or other
organisation, or if you have a dog that you think might be
suitable as a reading volunteer please contact:
Pels As Therapy PLAD2DOCS. 0!844 345445 or
reception@petsastherapy.org
PLAD UK conlacl.
Tony Nevett tonynevett@yahoo.co.uk
lnlermounlain Therapy Animals P.L.A.D programme
www.therapyanimals.org
Della Sociely www.dellasociely.org