A study into the impact of the Reading Education Assistance Dogs scheme on reading engagement and motivation to read among Early Years Foundation-Stage children

ABSTRACT

This research explores the impact of the Reading Education Assistance Dogs (READ) scheme on reading engagement and motivation among Early Years Foundation-Stage children using a case study approach at a primary school in the English Midlands. There is a notable lack of UK-based research into the READ scheme, which offers a potential alternative method for promoting engagement among young readers. This study used qualitative techniques to determine if the READ scheme is reported to have an impact; and if so, what type of impact. The findings suggest that the READ scheme is successful in a number of areas, including promoting engagement, increased motivation, improved attainment, fostering children’s enjoyment and promoting a love of reading, alongside other additional benefits for specific target groups. It must be recognised that this case study is based on a small pool of opportunity-sampled participants, so the findings cannot be further generalised, but do provide a useful insight into an under-researched area, as a starting point for which more specific aspects and impacts could be investigated.

KEYWORDS:

• Reading Education Assistance Dogs
• motivation to read
• engagement with reading
• qualitative methodology

Disclosure statement

No potential conflict of interest was reported by the authors.