"WHAT ARE ALL THESE DOGS DOING AT SCHOOL?": Using Therapy Dogs To Promote Children's Reading Practice

Childhood Education, Spring 2005 by Jalongo, Mary Renck

Many things have to be considered before launching an animal-assisted therapy reading program in a school. Usually, the next step is to contact the therapy dog organization(s) in your community and others who have successfully instituted such programs. Often, veterinarians and local animal shelters can put you in contact with therapy dog groups. If at all possible, arrange to observe a successful program in action. The sidebar (on pages 153-156) contains practical suggestions on implementing therapy dog programs in reading.

CONCLUSION

Work with therapy animals represents a burgeoning field of study that is not only interdisciplinary but also international (Jalongo, 2004; Melson, 2001). Using therapy dogs as part of a treatment plan developed by professionals has captured the imagination of many adults who work with children and families. Today, we are moving ever closer to empirically validating the dog's longstanding reputation for functioning as a loyal friend. Bolstered by research and persuaded by practical/professional experience, educators and librarians throughout the country and around the globe are bringing therapy dogs into education settings as a way to encourage children to practice reading aloud, anticipate reading sessions eagerly, build deeper understandings of reading materials, and learn to associate high-quality literature with enjoyment.

Call for Manuscripts

Annual Theme Issue 2006 Educating the Urban Child: Special Challenges-Promising Programs

The 2006 Annual Theme Issue of Childhood Education will focus on special challenges in educating urban children from birth through early adolescence and explore promising programs that address those challenges.

Authors wishing to contribute to this volume are encouraged to submit articles that address theme-related issues such as: academic achievement and social/emotional well-being of urban students; students and families in crises and poverty; teacher selection/quality teacher retention in urban schools; partnerships among universities/colleges and urban schools; drop-out rates/high student mobility; inner-city leadership; urban school reforms; and educational aspirations of urban parents and families.

To be considered, submissions must focus on the education of urban children between infancy through middle school and must integrate theory, research, policies, programs, and practices. Authors from outside of the United States are also encouraged to submit manuscripts.

Submission deadline is March 31, 2005. Please send three copies of the completed manuscripts to 2006 Annual Theme Issue, ACEI, 17904 Georgia Avenue, Ste. 215, Olney, MD 20832. Electronic versions of the manuscripts will also be accepted (Microsoft Word or rich text format). Preferred length is 2-5 journal pages (1,500-3,500 words).

For more information from the Guest Editor, please contact Judit Szente, King Urban Life Center, Buffalo, NY (716-891-7912 or szente@kingcentercharterschool.org).

References

Adams, M. J. (1990). beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.