"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

Allington, R. L., & McGill-Franzen, A. (2003). The impact of summer setback on the reading achievement gap. Phi Delta Kappan, 85(1), 68-75.

Beck, A. M., & Katcher, A. H. (2003). Future directions in human-animal bond research. American Behavioral Scientist, 47(1), 79-93.

Block, C. C., & Pressley, M. (Ed.). (2002). Comprehension instruction: Research-based best practices. New York: Guilford.

Brodie, S. J., Biley, F. C., & Shewring, M. (2002). An exploration of the potential risks associated with using pet therapy in healthcare settings. Journal of Clinical Nursing, 11(4), 444-456.

Bueche, S. (2003). Going to the dogs: Therapy dogs promote reading. Reading Today, 20(4), 46.

Cambourne, B. (2001). Conditions for literacy learning: Why do some students fail to learn to read? Ockham's razor and the conditions of learning. The Reading Teacher, 54(8), 784-786.

Cunningham, A. E., Perry, K. E., Stanovich, K. E., & Share, D. L. (2002). Orthographic learning during reading: Examining the role of self-teaching. Journal of Experimental Child Psychology, 82(3), 185-199.

Cunningham, A. E., & Stanovich, K. E. (1998). The impact of print exposure on word recognition. In J. Metsala and L. Ehri (Eds.), Word recognition in beginning literacy (pp. 235-262). Mahwah, NJ: Erlbaum.

Editors of American Libraries. (2000). Idea. American Libraries, 31(3), 22.

Editors of American Libraries. (2001). The paws that remediate. American Libraries, 32(7), 24

Friedmann, E., Thomas, S. A., & Eddy, T. J. (2000). Companion animals and human health: Physical and cardiovascular influences. In A. L. Podberscek, E. S. Paul, & J. A. Serpell (Eds.), Companion animals and us: Exploring the relationship between people and pets (pp. 125-142). New York: Cambridge University Press.

Gallas, K. (1997). Story time as a magical act open only to the initiated: What some children don't know about power and may not find out. Language Arts, 74(4), 248-254.

Glazer, S. M. (1998). Assessment IS instruction: Reading, writing, spelling, and phonics for ALL learners. Norwood, MA: Christopher-Gordon.

Granger, B. P., Kogan, L., Fitchett, J., & Helmer, K. (1998). A human-animal intervention team approach to animal-assisted therapy. Anthrozoos, 11(3), 172-176.

Gunter, B. (1999). Pets and people: The psychology of pet ownership. London, England: Whurr Publishers.

Heimlich, K. (2001). Animal-assisted therapy and the severely disabled child: A quantitative study. Journal of Rehabilitation, 67(4), 48-56.

Jalongo, M. R. (Ed.). (2004). The world's children and their companion animals: Developmental and educational significance of the child/pet bond. Olney, MD: Association for Childhood Education International.

Jalongo, M. R., Astorino, T., & Bomboy, N. (2004). Canine visitors: The influence of therapy dogs on young children's well-being in classrooms and hospitals. Early Childhood Education Journal, 37(1), 9-16.

Jalongo, M. R., Fennimore, B. A., & Stamp, L. N. (2004). The acquisition of literacy : Reframing definitions, paradigms, ideologies, and practices. In O. N. Saracho & B. Spodek (Eds.), Contemporary perspectives on language policy and literacy instruction in early childhood education. Greenwich, CT: Information Age Publishing.