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首页> 外文期刊>Anthrozoos: A Multidisciplinary Journal of the Interactions of People and Animals >Dogs in Schools: The Impact of Specific Human-Dog Interactions on Reading Ability in Children Aged 6 to 8 Years
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Dogs in Schools: The Impact of Specific Human-Dog Interactions on Reading Ability in Children Aged 6 to 8 Years

机译：关于人类和狗狗在学校:特定的影响在岁儿童阅读能力的交互6到8年

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摘要

Dog-assisted educational programs, including reading programs, are becoming an area of research focus, based on claims of various advantages for children. However, while available findings typically indicate benefits for the children involved, the low quality of evidence makes it difficult to draw valid inferences. In the current study three dog-assisted programs with clearly defined parameters were developed and evaluated. Sixty-three children, aged 6 to 8 years, were matched on age and gender and pseudo-randomly allocated to one of the three conditions. In one condition the children participated in eight 15-20 minute sessions over a four-week period, in which they worked in pairs to train a dog to complete obstacle course tasks. In a second condition the children spent the same amount of time reading out loud, in pairs, to a stationary dog. In the third condition children participated in normal classroom activities with a dog present in the classroom. This intervention ran for up to four hours per week over the four-week period. Validated measures were used to assess reading abilities pre- and post-intervention. From the results it appeared that children showed significant improvements across time for reading ability for all three conditions, including the condition with minimal dog contact, with no significant group or interaction effects. Exploratory analyses unexpectedly indicated that children who had lower starting abilities displayed the greatest levels of reading improvement. While it cannot be determined that these findings are the result of the presence of the dog alone, they nonetheless may indicate that dog-assisted reading programs are an effective means of benefitting those children who most need help to become fluent readers.
机译：Dog-assisted教育项目,包括阅读程序,成为一个区域研究重点,基于各种对儿童的优势。结果通常显示的好处孩子们参与,低质量的证据很难得出有效的推论。当前的研究三个dog-assisted项目明确定义的参数和评估。年,在年龄和性别和匹配伪随机分配到三个之一条件。参与八15 - 20分钟会话结束4周的时间内,他们成对工作训练一条狗完成障碍课程任务。在第二个孩子们花了相同的条件的时间大声朗读,成对,固定的狗。参与正常的课堂学习中去一只狗出现在教室里。每周跑了四个小时了四个星期的周期。评估和阅读能力干预。孩子们会有显著改善在所有三个时间阅读能力以最小的条件,包括条件狗接触,没有显著的组或相互作用的影响。出乎意料地表明,儿童降低起动能力最大的显示阅读水平的提高。这些发现的结果决定狗的存在,他们可能表明dog-assisted阅读程序是获益的有效手段最需要帮助的儿童成为流利读者。

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