R.E.A.D. Program
The Reading Education Assistance Dogs® (R.E.A.D.®) program helps children improve their reading and communication skills by using therapy dogs as reading companions. Dogs may not be able to read, but they make great listeners with their non-judgmental presence!
Our therapy dog teams work one-on-one in a quiet area with three to four students each week for a full term. The teams spend about 20 minutes with each student. Continuously working with the same students helps achieve measurable improvement in reading levels.
Teachers, reading specialists and library professionals who have incorporated R.E.A.D.® into their primary education programs have been unanimous in their enthusiasm for the idea that children who struggle with reading will benefit from the opportunity to tackle their challenges in the presence of an accepting, non-judgmental animal companion.
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Ottawa Therapy Dogs is proud to offer this
program as an Affiliate Member of
But why dogs?
When a R.E.A.D. dog is listening, the environment is transformed, a child's dread is replaced by eager anticipation, and learning occurs. The handler is a skilled facilitator too - shifting performance pressure off the child and providing support, while the child gets the supervised reading practice necessary to build vocabulary, increase comprehension and gain fluency and confidence as a reader. Reading becomes FUN!
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Dogs are ideal reading companions because they:
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increase relaxation, slow heart rate, and lower blood pressure
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listen attentively
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do not judge, laugh or criticize
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allow children to proceed at their own pace
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are less intimidating than peers
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let the child become the teacher
The students in my class who participated in the program developed a great sense of confidence and became oral readers in the classroom… [and] all student participants improved in their PM Benchmarks… this was my first experience with R.E.A.D. and I couldn’t be more impressed. The sense of calm and the improvement of self-esteem in my neediest student was unbelievable.
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Children show a more positive attitude towards reading as a whole and seem more relaxed when reading aloud. Often with Junior age children in particular, the stigma of not being a strong reader can prevent the student from doing the type of oral practice that he or she needs to improve their fluency. The fact that the child can practice in an encouraging relaxed environment away from peers helps immensely.
Trent is very excited every Monday to go to school to read with Lia. It is the high point of his day and he always talks about it before and after school. His reading has improved in leaps and so has his confidence. I would recommend this program to any parent who has a child that is having trouble with their reading. Awesome job! Thank you very much!