MAN'SFRIENDREADINGEAC TAT

Donita Massengill Shaw

Children love dogs, and who wouldn't want to read to one? In this article,

you'll learn how nonjudgmental, patient, furry friends help children with

reading.

Doogan, a soft-coated wheaten terrier, sits on the blanketawaiting the arrival of a special friend. Heidi situates herselfso she can put one arm on Doogan and use the other armto hold her book. Heidi is learning to read so her fluency ischoppy, but this is not important to Doogan. When Heidishows Doogan the pictures, he looks at Oiem like he isinterested, and he listens while she reads the entire story.Afterward Heidi returns to her classroom with a smile onher face and a confidence in her spirit.

eading Education Assistance Dogs(R.E.A.D.), a literacy support programfounded by Intermountain Therapy

' Animals (ITA), is "a carefully plannedreading program that involves collaboration among,at the very least, reading professionals, registered andinsured therapy dogs and handlers, schools and/orlocal library and media specialists, and the families/community" (Jalongo, 2005a, p. 153). The R.E.A.D.program began in Salt Lake City, Utah, with themission "to improve the literacy skills of children in aunique approach employing a classic concept: readingwith a dog" (ITA, 2007, p. 9).

Currently, there are approximately 3,000 volunteerteams serving in 49 of the 50 states, 4 provinces inCanada, and 59 teams in Europe and elsewherearound the world, with registrations increasingdaily. Registered teams include a handler and a dogwho have been trained, evaluated, and registeredas a licensed therapy team. This means the dogshave been tested for health, safety, skills, andtemperament. The volunteer handlers have passeda test with their dogs, in addition to a separate testdocumenting their knowledge about supportingstudents in R.E.A.D. settings.

In this article, I provide information aboutR.E.A.D. programs in general. Next, I shareperspectives solicited from R.E.A.D. participants,specifically teachers, parents, students, and volunteerhandlers. Then I discuss how these practices may

Donita Massengill Shaw is an associate professor at the University ofKansas, Lawrence, USA; e-maii donita@i<u.edu.

Vie Reading Teacher Vol. 66 Issue 5 pp. 365-371 DOI:10.1002/TRTR.1136 © 2013 International Reading Asscx;iation

MAN'S BEST FRIEND AS A READING FACILITATOR

become a part of your classroomand possible adaptations. Finally, Isummarize why R.E.A.D. makes adifference.

Overview of R.E.A.D.The powerful influence pets have onpeople's physical and emotional healthhas been documented (Lynch, 2000;Nimer & Lundahl, 2007). Substantialresearch credibility shows fhe value ofusing animals in either animal-assistedactivity (AAA) or animal-assisfedtherapy (AAT) (Lynch, 2005; Nimer &Lundahl, 2007). The purpose of AAAis to provide motivation, education, orrecreational opportunities that enhancefhe quality of life (Granger & Kogan,2006). AAA has three features thatdistinguish it from AAT:

1. The visits are spontaneous,which means the children are notpreselected, and confent is notpreplanned.

2. Volunteers/providers are notrequired to keep documentation.

r II

G

I The author believes there are benefits ofthe Reading Education Assistance Dogs(R.E.A.D.) program that go beyond being"fun." What aspects of the perspectives ordiscussion spoke to you or convince youthere is vaiue in Reading EducationAssistance Dogs?

I Teachers have many students to serve andlack time and human resources to meet allstudents' needs. In what ways does theR.E.A.D. program help you rethink the roleof volunteers in your classroom?

I How can you and your colleagues build anengaging environment that supportsstudents' intrinsic motivation?

3. No specific treatment goals areoutlined.

In contrast, AAT includes fhe animalas part of a treatment plan with the goalof accomplishing set outcomes (Nimer& Lundahl, 2007). R.E.A.D. offers bofhmodels. In a public library setting,R.E.A.D. falls under AAA becausechildren read to a dog for one sessionwithout documentation or planning;whereas preselectedchildren who read to adog on a regular basisin a school setting withdocumentation fallsunder AAT. This articlefocuses on the AATaspect of R.E.A.D. bysharing informationthat is situated inschools.

R.E.A.D. beganin 1999 when SandiMartin, a registerednurse and ITA boardmember, contemplatedthe effect animals haveon humans and the need to promoteemofionally safe environments forchildren fo develop their reading skills.She proposed thaf ITA partner withlibraries and allow registered teamsfo listen to children read; this was thebeginning of R.E.A.D. Within a shortperiod of fime, the R.E.A.D. programwas taken to bookstores and schools.Since then, therapy dog organizationsacross fhe nation have promoted readingto dogs (Hughes, 2002).

Many anecdotes, such as thefollowing, have been collected sinceR.E.A.D.'s conception. A 10-year oldgirl, Naomi (pseudonym), could hardlyread, and her reading level was waybelow that of her peers. When asked foread fo Meg [dog], Naomi gave everyreason she shouldn't read fo Meg. The

dog's handler convinced Naomi fo readfo Meg, and she chose a 32-page picturebook. Meg was listening at Naomi's sidethrough the entire 45 minutes if fook tofinish the simple book. When Naomifinished, she gasped, "Oh my! I'mfinished—I've never read a whole bookbefore, ever in my life!"

Anecdotes illustrate the power ofAAT, and their descriptive evidenceleaves people with a good feeling.

Although that is important, R.E.A.D. ismore than a warm and fuzzy program(Friesen, 2009). Small-scale studies ofR.E.A.D. have consistently shown thatR.E.A.D. improves students' readingskill and motivation (Heyer, 2007;Martin, 2001). Heyer (2007), who wasenrolled in a master's program wifh anemphasis in reading, met with threechildren in grades 2-4 who performed"jusf below grade level" but did nofreceive intervention from fhe school'sreading specialist. Three other students,comparatively, met with a R.E.A.D.team. Both control (instructed by Heyer)and experimental students (R.E.A.D.)received intervention for 20 minutes perweek for a total of 16 weeks. Qualitativeand quantitative assessments showedfhaf fhe students who met with the

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MAN'S BEST ERIEND AS A READING FACILITATOR

''Although dogscan't speak, they

communicate in somany ways."

R.E.A.D. team had slightly higherassessment postscores than fhe controlstudents. Additionally, the students whoread to a dog had higher self-confidenceand had gained a love for reading.

Martin (2001) enrolled 10 students,ages 5 to 9, in a R.E.A.D. program.The 10 students individually met a petpartner once a week for 20 minutesduring the school year. The studentswere tested by fhe school's readingspecialist on nationally recognizedassessments. All 10 studentssignificantly improved fheir readingscores. Their classroom feachersalso noticed improvements in self-confidence, involvement in schoolactivities, and decreased absenteeism.

A typical R.E.A.D. session, lastingapproximately 20-30 minutes, followsseveral procedures. On arriving in theroom, the handler places a blanket onthe floor defining fhe dog's space; thisis set in an area of fhe room where fhereare few interruptions and distractions.The posif ion of the dog on the blanket,typically between fhe handler and child,can help a child feel connected.

When the child arrives, there is amoment for friendly chaffer. Wifhinminufes fhe student is sifting on fheblankef reading to the dog while the petand handler practice careful lisfening. Ifa child sfruggles with a word, adequatetime is given for problem solving,but the handler will help fhe childwifhouf doing fhe reading for the child.

The handler uses fhe dog to solicitinteraction; one way is fo speak for thedog.

Eor example, "That's a new wordthat Doogan's never heard, can you tellhim what it means?" or "Doogan reallyenjoyed that sfory. He'd like fo hear ifagain, buf fhis time in your own words.""Doogan wonders how [the character]felf abouf that," or "Doogan wonderswhaf is going fo happen nexf—^whatdo you think?" which fhe child cananswer. Throughout the session, fhehandler participates enthusiastically andinteractively wifhouf dominafing. At fheconclusion of fhe session, fhe child has

an opportunity for closure by sayinggoodbye and giving the dog a treat orhug.

Eollowing is a description of R.E.A.D.through a dog's eyes. Alfhough dogscan'f speak, they communicafe in somany ways. The description is basedon a published document (ITA, 2008)buf personalized wifh my own R.E.A.D.experiences. When I gef Doogan's bag(wifh blanket and books), he knows ifis time for school. Immediafely Dooganwags his tail and kisses me as I put onmy shoes, never leaving my side. Aswe enter fhe school, Doogan prances

and is very alerf, looking around andnoficing every defail as we walk downfhe school hallway. Once in the room,Doogan readily settles down and beginshis work. To him, each child is special.Doogan realizes how important if is tolook at picfures and allow fhe reader fofouch him. Doogan is also cognizantfhat I am righf fhere wifh him, oftenlooking him in fhe eye and giving himposifive reinforcement.

The blankef is a happy and safeplace wifh no negafive corrections tothe reader or dog. I am attentive fo thereader and him, and I support fhe readerwith the right amount of inferacfion. In

fhe photos, you willnofice how Dooganand I are inferesfed inthe book and helpingthe reader have arelaxing time. EromDoogan's perspective,I have a positive,friendly affifude towardthe reader, him, andeveryone in the facility.

PerspectivesIn fhis article, I'd likefhe voices of feachers,parenfs, students, anddog handlers to speak

for themselves. The data for fhis porfionof fhe arficle were coUecfed from DesertRose School Disfricf (pseudonym), whichis locafed in fhe soufhwesf region of fheUnited Sfates. There were 197 sfudenfswho parficipafed in R.E.A.D. over thecourse of one school year beginning wifb2006-2007 fhrough 2010-2011. A fotal of78 feachers of grades K-5 instructed fheparficipafing sfudenfs. Thirteen dogs andfheir handlers provided fhe intervention.All participating sfudenfs, fheir parents,and feachers were asked fo complefequesfionnaires af fhe end of the schoolyear. The qualifafive data follow. A more

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MAN'S BEST FRIEND AS A READING FACILITATOR

thorough description of the methodology,including demographics, data analysis,and quantitative results, is provided inthe online research supplement.

The TeachersReading growth. Confidence.Motivation. Envy. These are thekeywords that describe what teacherssaid about the R.E.A.D. program.Following are some specific commentsthe teachers have expressed.

• Students gained a lot moreconfidence in their reading orallyand with their abilities to effectivelyuse their reading strategies.

• My student went up significantlyin his reading (DevelopmentalReading Assessment) score as wellas his confidence in reading andretelling a story.

• Where they were previouslyreluctant to read, now they view itas enjoyable.

• My students seem calmer afterreading with [dog]. They showmore understanding to others inour room. They're talking with eachother and students in other classesin a more friendly tone and withmore details.

• Students who participated werethe envy of all other students! Itwas one program that they actuallywanted to participate in and didn'tconsider it as a punishment orstigma as they sometimes do withother intervention programs.

In sum, the teachers readily believedR.E.A.D. is a viable literacy intervention.

One teacher wrote on her survey, "I reallylove this program because it provides aone-to-one intervention for students whoneed extra support but do not qualifyfor other intervention programs." Thishas significance for educators who arelooking for ways to support developing orreluctant readers, but may be limited byresources and time.

The ParentsParents were happy to have theirchild participate in the program.Their responses can be summarizedwith terms similarly mentioned bythe teachers: interest, motivation,confidence, and reading growth.

• Participating in this program hasbrought a joy of reading for myspecial needs child.

• My child is now more interestedin reading and is not afraid toattempt new reading, all kinds ofmaterial.

• My son was behind in his readingbut with the help of the programmy son has advanced from a level 6reading to almost a 12 and the dogsare a great inspiration to him.

• It has made him a better readerand he has a better understandingof what he is reading. They are notjust words because he is convinced[dog] comprehends what he issaying.

The StudentsStudents enjoyed going to R.E.A.D.sessions. Confidence and comfort aretwo ideas the students expressed in theirresponses.

7 can read with more confidence everytime I read to the dog. I feel that I am

becoming better at reading."

• I can read with more confidenceevery time I read to the dog. Ifeel that I am becoming betterat reading. Because I feel if Iwasn't reading to the dog myreading would not be increasing.I also want to say thank you foryour patience when helping meread.

• The dog comforts me when I readher a story. If a hard word comes tome I sound it out. I love reading withthe dog and her amazing owner.They are so nice to me and all of theother kids want to read with her andthe dog. If I can read with her andthe dog every year I would.

The HandlersHandlers found great pleasurewatching children transform asreaders before their eyes. Thisexperience and the bonding thatoccurred made their volunteeredtime worthwhile. You can visualizethe experience as the two handlersshare their comments.

• One student told me he had newbooks, and they were really hard forhim because he had not practiced.I encouraged him to try. Hisresponse was, "Well it's not hardwhen I read to the dog."

• One student would always turn thebook and point out the importantthings in the pictures to [dog]. Oneday [dog] was lying on his backand the student turned the bookupside down so [dog] could see thepictures right side up.

Classroom PracticesSeveral resources are available if youwant to learn more about R.E.A.D. Forexample, you may start by reviewingthe website wvvw.therapyanimals.org togain knowledge of the R.E.A.D. programin general. The website outlines steps to

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MAN'S BEST FRIEND AS A READING FACILITATOR

''The program'ssuccess comes from

registered teamsinteracting with the

child and text."

become registered, provides how to finda R.E.A.D. team/workshop, and containsresults about R.E.A.D. programs. Torequest a R.E.A.D. team's visit to yourclassroom or school, contact your localregistered therapy dog associationor a national organization such asDelta Society and inquire if they haveR.E.A.D. teams available to serve yourschool.

Implementing a R.E.A.D. programrequires planning and preparation toensure success. Jalongo (2005a) offeredpractical advice to educators, librarians,and administrators who wish to have aR.E.A.D. program in their community.She provided 12 practical suggestionson how to implement a R.E.A.D.program:

1. Understand the importance andtime commitment for training thedog and to prepare the handlerfor helping students to read.

2. Gain administrative support andeducate your colleagues beforelaunching a program.

3. Address safety and liability issues.

4. Consider the culture of thecommunity.

5. Consider finances. Although mostprograms are voluntary, purchas-ing student books are one aspectthat grants, donations, or privateorganizations may support.

6. Determine which children are toparticipate.

7. Secure parents' and guardians'permission before beginningintervention.

8. Address sanitation concerns.

9. Inform colleagues, staff, and fam-ilies about the program.

10. Prepare children and staff withan informative session.

11. Plan for the dogs' safety andwell-being.

12. Decide how expansive theprogram may become.

Jalongo's article provides a greatoverview of R.E.A.D., and I encourageyou to read the article in its entirety.

The title R.E.A.D. clearly mentionsthe canine species as the focus of AAA/AAT. However, the ITA leaders clearlydo not discriminate among otheranimals. They encourage animal loversof many species, including birds, cats,or rabbits, to become involved. In fact,Sudanese students read to a donkey.

AAT is more than keeping a classroompet or having a teacher bring her pet dogto class. The program's success comesas a result of having thoroughly trained,evaluated, and registered teams interactwith the child and text. If a teacherwishes to have a qualified R.E.A.D. teamvisit his or her classroom, but no teamsare available, the value and benefits ofR.E.A.D. may be adapted.

For example, if your classroomalready has a pet such as a hamsteror guinea pig, the students can beencouraged to read to the classroompet by arranging a blanket next to thecage or possibly holding the animal.The power of animals should not bediminished. A person's relationshipv^ith an animal is one factor that has amoderating effect on stress reduction(Friedmann, Thomas, & Eddy, 2000).

An animal partnered with a tutorwho is sensitive to children and their

efforts to read may positively affectstudents (Jalongo, 2005b). I'd encouragethe teacher to find a school volunteersuch as a high school student, parent, orgrandparent and train the volunteer howto provide responsive feedback whena child reads to a classroom pet. Theteacher can prepare a list of questionsor comments for the volunteer to use toguide meaningful interactions.

No research has been conductedon a "stuffed animal" pet, but teachersmay like to try that adaptation as well.Children can be imaginative and reportto the teacher (or volunteer) on theirexperience reading to a stuffed animal.After the child practices reading to thestuffed animal, the teacher can solicitschool staff who become volunteerlisteners. It's a privilege for the child towalk to the cafeteria and read fo a foodservice worker or find the housekeeperor secretary and ask him or her to listento the child read.

All faculty and staff can be taughthow to give encouragement ratherthan praise. Praise passes judgment onstudents' reading, tends to emphasizeresults rather than the process, andteaches children to depend on others forevaluation. In contrast, encouragementsupports students' efforts and helpsthem to evaluate their readingwithout judgment or embarrassment.Volunteers and school staff can learnhow to provide sincere and constructivefeedback with verbal scaffolding and

"The powerof animals

should not hediminished."

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MAN'S BEST FRIEND AS A READING FACILITATOR

Figure Examples of Encouragement Stems

Praise statements typically are comments such as "Good job," or "Great!" or "Nice work." In contrast,encouragement has four characteristics. Below each characteristic, several examples of constructiveencouragement are provided (ITA, 2007, p. 142).

• Teaches children to evaluate their own efforts

a Was that fun? Why?

Q Are you glad you tried to...?

Q You seem pleased about...

• Does not judge their work

QI noticed that you were.. .

Q Which of these books did you like best?

• Focuses on the process rather than the outcome

Q How did you use to do this?

a It looks like you are working on reading with expression.

Q I see you are looking for more books by the same author.

• Is a private event that does not embarrass children in public or compare them with others

Q Thanks for helping organize the books today.

a I appreciate that you...

Q Aren't you pleased that you were able to...?

support that reflects the value andimportance of reading (Gambrell,2011). Examples of encouragement areprovided in the Figure.

If it is not possible to have a R.E.A.D.team visit your school, it may bepossible for a registered therapy teamto come to the school to teach childrenabout handling a dog and other relatedhumane topics. The students can"adopt" this dog as a special friend;with the handler's assistance and time,the dog can be a catalyst for discussionsabout literacy and books. For example,the students could write a letter to thedog telling him about the text they arereading and the handler could writeback with the dog's perspective aboutthe book. This pen-pal exchange can

be a safe place for students to expressthemselves without judgment.

Another possible idea is to check withthe local public library to determinewhether they offer a pet partnerexperience for children. Encourage yourstudents and their families to visit thelibrary's program and participate in anAAA setting.

Reasons Why R.E.A.D.Is EffectiveR.E.A.D. is able to deliver the necessarycriteria to transform reluctant orstruggling readers into willing, confidentreaders by providing a caring, positive,and supportive arrangement through adog and handler. Several conditions forlearning (Cambourne, 1995) are present

in a R.E.A.D. session. Students areimmersed in text for 20-30 minutes eachweek. The students take responsibilityand have time to use, employ, andpractice their reading in real ways.Time spent engaged in real readingcontributes to literacy growth (Gambrell,2011). Students make approximationswithout fear of judgment. The handlersprovide timely, relevant, nonthreateningresponse through their pet partner whileproviding high expectations.

When the emotional climate is sound,students' feelings are acknowledged,and positive dispositions are beingbuilt while they simultaneously learnconcepts and strengthen skills (Katz,2008). As Melson (2001) said, "Despitemost children's acknowledgement thatpets cannot literally comprehend whatthey are saying, children have the feelingof being heard and being understood"(p. 51). In a supportive and engagedenvironment, "animal-assisted learning"(Friesen, 2009, p. 106) occurs.

Engagement is at the heart ofeach R.E.A.D. session. "Engagementoccurs when learners are convincedthat they can engage and try toemulate without fear or physical orpsychological hurt if their attemptsare not fully correct" (Cambourne,1995, p. 1987). In Applegate andApplegate's (2010) research, theydiscovered that a number of studentswere good readers, but dislikedreading. The authors stated there isa relationship between engagementand motivation.

"Engagement isat the heart of eachR.E.A.D. session/'

The Reading Teacher Vol.66 IssueS i-ebruary2013

MAN'S BEST FRIEND AS A READING FACILITATOR• ¡ • ; —

By providing intellectual challengeand having high expectations fordeep thinking, students will becomemore motivated as readers. Gufhrie(2004) said that proficiency is built byparticipation and engaged reading is "apathway to achievement" (p. 8). Guthrie,Wigfield, and You (2012) constructed anevidence-based model of engagemenfand achievement in reading that hasfour components:

1. Classroom practices such asnurturing student interest andassuring opportunity for learningfhrough authentic reading

2. Intrinsic motivation and valuingreading

3. Behavioral engagement that time,effort and persisfence in reading isproductive

4. School achievement showingincreased test scores

R.E.A.D. delivers on all four of thesecomponents.

Can man's best friend be a readingteacher? No, a dog cannot teachchildren how to read, but a dog can bean effective leading facilitator, whosepresence in the reading environmentcan provide important motivations forchildren af that crucial early learningphase when they need not only todevelop skills, but also to discover fheheartfelt joy of reading.

A dog's presence has an amazingeffect on changing fhe tone in the roomand the circumstances of the task. Theanimals are irresistible magnets to thechildren. The dogs provide comfortand reduce stress (Jalongo, 2005b).In a R.E.A.D. setting, they promoteauthentic and engaged reading that "setschildren's hearts afire with enthusiasmand appreciation for the rewards ofreading" (Applegate & Applegate, 2010,p. 232). A canine friend partnered wifh

a knowledgeable handler is a catalystfor improving sfudents' reading, butmore importantly they are a catalyst forhelping children "be a reader."

REFERENCESApplegate, A.J., & Applegate, M.D. (2010).

A study of thoughtful literacy and themotivation to read. The Reading Teacher, 64(4),226-234. doi:10.1598/RT.64.4.1

Cambourne, B. (1995). Toward an educationallyrelevant theory of literacy learning: Twentyyears of inquiry. The Reading Teacher, 49(3),182-190. doi:10.1598/RT.49.3.1

Friedmann, E., Thomas, S.A., & Eddy, TJ. (2000).Companion animals and human health;Physical and cardiovascular influences.In A.L. Podberscek, E.S. Paul, & J.A.Serpell (Eds.), Companion animals and use:Exploring the relationship between people andpets (pp. 125-142). New York: CambridgeUniversity Press.

Friesen, L. (2009). How a therapy dog mayinspire student literacy engagement inthe elementary arts classroom. LEARNingLandscapes, 3(1), 105-122.

Gambrell, L.B. (2011). Seven rules ofengagement. The Reading Teacher, 65(3),172-178. doi:10.1002/TRTR.01024

Granger, B.P, & Kogan, L.R. (2006).Characteristics of animal-assisted therapy/activity in specialized settings. In D.C.S.Richard & D. Lauterbach (Eds.), Handbook ofexposure therapies (pp. 263-286). San Diego,CA: Elsevier.

Guthrie, J.T. (2004). Teaching for literacyengagement. Journal of Literacy Research,36(1), 1-30. doi:10.1207/sl5548430ilr3601_2

Guthrie, J.T., Wigfield, A., & You, W. (2012).Instructional contexts for engagementand achievement in reading. In S.Christensen, C. Wylie, & A. Reschly (Eds.),Handbook of research on student engagement(pp. 601-634). New York: Springer.doi:10.1007/978-l-4614-2018-7_29

Heyer, J. (2007). The impact of animals withstruggling readers. Unpublished master'sthesis. Augsburg College: Minneapolis, MN.

Hughes, K. (2002). See spot read. Public Libraries,41(6), 328-330.

Intermountain Therapy Animals. (2007). Readingeducation assistance dogs manual (6th ed). SaltLake City, UT: Author.

Intermountain Therapy Animals. (2008).Reminders and ideas to help ensure apositive R.E.A.D.ing experience, WeeklyR.E.A.D., 1(3), 1-3.

Jalongo, M.R. (2005a). What are all thesedogs doing at school? Using therapy dogsto promote children's reading practice.Childhood Education, 81(S), 152-158.

Jalongo, M.R. (2005b, May). How handlers cansupport struggling readers. Paper presented atR.E.A.D.ing Rendezvous, University of Utah,Salt Lake City UT.

Katz, L.G. (2008). Another look at whatchildren should be learning (Report No.

EDO-PS-99-5). Retrieved November 12,2011, from ERIC database. (ED 453980)

Lynch, J.J. (2000). A cry unheard: New insightsinto the medical consequences of loneliness.Baltimore: Bancroft.

Lynch, J.J. (2005, May). Reclaiming the humanheart in education: Lessons taught by man's bestfriend. Paper presented at the R.E.A.DingRendezvous, University of Utah, Salt LakeCity, UT

Martin, S. (2001). R.E.A.D. is a pawsitiveprogram for kids of all ages. Interaction, 19(3),7-8.

Melson, G.F. (2001). Why the wild things are.Cambridge, MA: Harvard University Press.

Nimer, J., & Lundahl, B. (2007). Animal-assistedtherapy: A meta-analysis. Anthrozoos, 20(3),225-238. doi:10.2752/089279307X224773

Supporting InformationAdditional supporting information maybe found in fhe online version of thisarticle at the publisher's web site:

Online Supplement: ResearchOverview.

TAKE ACTION!1 . Visit the website and become acquaintedwith R.E.A.D. atwww.therapvanimals.org.

2 . Read Mary Renck Jalongo's (2005a) article,"'What are ail these dogs doing at school?'Using therapy dogs to promote children's read-ing practice." Work through the 12 steps sheoutlines to prepare for a R.E.A.D. program.

3 . Request a R.E.A.D. team tovisit your school/classroom.

4 . Start with a small program and build slowly.For example, it you become a registered team,you may only be able to volunteer once a monthat the library. Don't underestimate the impactyou can have in this one monthly session.

5 . Begin the program with youngerchildren and then gradually increaseopportunities for older children.

6 . Remember, the success ot R.E.A.D. is theintervention between the child, dog, and handleras they interact with the text and each other.

•'•f. " . .

. . • : * = - • •

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