Children’s wellbeing and reading affect: exploring the impact of reading to dogs

Abstract

INTRODUCTION: The aim of this thesis was to explore the impact of Reading to Dogs (RTD) on children’s wellbeing and reading affect. RTD inventions in schools are growing in popularity yet several concerns exist, such as uncertainty about benefits due to methodological weaknesses in studies to date, and risk to the welfare of participants, including children, school staff and the dogs themselves. Furthermore, teacher perspectives of RTD are rarely included, and current practice generally lacks a curricular and pedagogical basis. This research aimed to address these concerns.

METHODOLOGY: After a review of the literature, a mixed method research design incorporating three linked studies was developed. Firstly 253 teachers’ perspectives of RTD were sought through an online survey. Perceived benefits and challenges, and teachers’ experience of RTD interventions, were explored through quantitative and qualitative data. The second study involved the development of a four-week collaborative co-design framework and the subsequent RTD intervention co-design which drew on research (researcher) and practice (three primary school teachers). The final study involved evaluating the new intervention, Paws and Learn (PAL), delivered online over four weeks, in a controlled feasibility study involving three Scottish schools and N=106 Primary 5 pupils (aged nine years) of mixed ability, gathering quantitative and qualitative data through questionnaires and interviews.

FINDINGS: The Study 1 survey showed that teachers were largely positive about the potential of RTD to support wellbeing and reading. Valuable insights about challenges associated with RTD were also provided, although these were not generally seen as insurmountable. The Study 2 co- design framework was deemed effective in facilitating the intervention co-design, and as a valuable professional learning opportunity for both the researcher and teachers. Study 3 findings were mixed, with quantitative results showing little significant effect, but qualitative analysis suggesting improvements in both wellbeing and reading affect. PAL components were highly rated, and the intervention was deemed feasible particularly if technical issues can be addressed.

LIMITATIONS: Limitations include effects of the Covid-19 pandemic such as additional pressures on participants, the extent to which teacher views in Study 1 were representative of all teachers, the small scale of Study 2, and the short-term nature of Study 3.

CONTRIBUTION: This thesis makes a significant contribution to RTD research, practice and theory in a number of ways. These include: 1) exploring teachers’ perspectives of RTD, 2) incorporating teachers’ practical experience and expertise in a new RTD intervention, 3) trialling the new RTD intervention (the first known online RTD study) in a controlled feasibility study which addressed weaknesses in research to date, 4) proposing a new theoretical model for understanding how RTD may support wellbeing and reading affect, which could be applied and tested in future research.