Leilani B. Goodmon, Pippa R. Burnett, Renee Pack, Rebecca Powell
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引用次数: 0
摘要
狗辅助阅读项目已被证明可以提高儿童的阅读技能和对阅读的态度(Kirnan et al., 2016;Levinson等人,2017;Linder等人,2018)和阅读困难儿童的任务行为(Bassette & Taber-Doughty, 2013)。本研究的目的是确定对治疗犬阅读的好处是否可以推广到38名患有阅读障碍的儿童(8-11岁)。我们发现,从基线到治疗后,儿童在阅读流畅性方面表现出显著的改善。教师对学生阅读态度动机的看法也从基线到治疗后有所改善。他们还报告说,当他们给狗朗读时(即实验条件)比给实验者朗读时(即控制条件)有更大的阅读动机和情绪。与假设不一致的是,从基线到治疗后,他们的理解得分或特质阅读动机没有显著增加,他们给狗朗读与给实验者朗读之间的阅读流畅性也没有显著增加。前面提到的一些结果(例如,教师报告和阅读情绪和动机)与年龄/年级有关。研究结果表明,狗狗辅助阅读计划可能对阅读困难儿童的每分钟阅读字数、阅读动机和情绪有帮助,但对阅读理解没有帮助。
The Effect of a Dog Assisted Reading Program on the Reading Ability and Motivation of Children with Dyslexia
Dog assisted reading programs have been shown to improve children’s reading skills and attitudes toward reading (
Kirnan et al., 2016
;
Levinson et al., 2017
;
Linder et al., 2018
) and on-task behavior in children who struggle with reading (
Bassette & Taber-Doughty, 2013
). The purpose of this study was to determine if the benefits of reading to a therapy dog would generalize to a sample of 38 children (8-11 years of age) with dyslexia. We found that the children exhibited significant improvements in reading fluency from baseline to post-treatment. Teacher opinions of students’ reading attitude - motivation also improved from baseline to post-treatment. They also reported greater reading motivation and mood when they read to the dog (i.e., experimental condition) compared to when they read to the experimenter (i.e., control condition). Inconsistent with the hypotheses, there was no significant increase in comprehension scores or trait reading motivation from baseline to post-treatment, nor was there a significance increase in reading fluency between when they read to the dog compared to when they read to the experimenter. Some of these aforementioned results (i.e., teacher reports and reading mood and motivation) were age / grade dependent. The results imply that dog assisted reading programs may benefit the number of words read per minute, reading motivation, and mood of children with dyslexia, but not reading comprehension.