| It has been suggested that an effective approach to improving children's literacy rates is to improve their attitude about reading. However, little attention has been given to reading interventions that improve reading attitude. The objective of this study was to address the primary question: What can be learned about improving the reading attitude of elementary school struggling readers through the use of a library-based canine assisted reading program? The following secondary questions were also explored:;1. How will elementary school-aged struggling readers describe their reading attitude through the Elementary Reading Attitude Survey and projective drawing before and after participation in a library-based canine-assisted reading program? 2. How will parents describe their child's reading attitude before, during, and after participation in a library-based canine-assisted reading program?;This mixed-method case study, included two children, one male (age 8) and one female (age 9), identified as reading below grade level. The children were studied as they participated in a canine-assisted reading program at a public library once a week for six weeks. This study used pre- and post-intervention Elementary Reading Attitude Survey (ERAS) (McKenna & Kear, 1990) scores as quantitative data. The qualitative data emerged from thematic analysis of pre- and post-intervention interviews of the children including their comments during the administration of the ERAS and a draw-and-tell activity, pre-and post-interviews of the parents, the researcher's direct observations of six reading sessions, and weekly written observations by the children's parents.;Results showed an improvement in reading attitude. Primary themes that emerged from the children included Enjoys Reading for Personal Interest, Enjoys Reading as a Social Activity, and Felt Heard and Accepted by the Dog. Central themes that emerged from the parents included Child Feels Excitement and Pride Being in the Program, Child Invests Effort in Reading, and Child Exhibits Increased Confidence and Willingness to Read. Implications for reading interventions include creating fun, non-judgmental, reading experiences that include social activities where children feel accepted by their teachers, parents, and peers. |
