Description

The use of therapeutic animals to reduce anxiety and increase engagement is becoming more prevalent. This session highlights the outcomes of a randomized-control research study held during a remedial, specialized summer program. The research compared the on-task behaviors of struggling readers who read aloud to dogs compared to those who read aloud independently. Findings suggest significant increases in on-task behaviors among the students paired with dogs. Implications for instruction where animals cannot be present are also discussed.

Learning Objectives:

• RESEARCH: Examine research findings and implications for practice relevant to students with dyslexia and other language learning disabilities.
• SOCIAL/EMOTIONAL: Examine social/emotional issues and implications for practice for individuals with dyslexia and related language learning disabilities.
• TEACHING/INSTRUCTION/INTERVENTION: Examine the conditions under which teachers can learn and apply understandings of language and literacy to more effective instruction of “at risk” students.

Disclosure: Melissa Orkin has no relevant financial or nonfinancial relationships to disclose.

Speaker(s):

• Melissa Orkin, Ph.D., Program Director, Center for Reading and Language Research, Tufts University