Reading is going to the dogs

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How can we improve K-12 public education?

I don't know how many of you are aware of the growing trend to have our kids read to dogs in an attempt to improve their proficiency?

In the last week, several stories have popped up in the media, including TV, and newspapers discussing this "wonderful" new "therapy."

I, for one, am incensed and have written a number of "letters to the editors" on this subject.

Here's a comment I just wrote for the Washington Post:

I can’t be the only one upset about our educational system’s newest trend of having students practice reading skills with dogs (“Four Legged Aides,” June 5). This is a growing practice that is receiving increasing amounts of local, state, and federal dollars dedicated to partnering our children with canine “listeners.” While man’s best friend may be able to do a great deal for us, I have yet to understand how they can improve our reading skills. When was the last time a dog was able to help you sound out a word or correct your pronunciation? The kids may get great feedback and improved self-esteem by reading to a non-critical listener, but to think this is actually preparing our kids for the real world is a mighty big glass of very cold Kool-Aid.

Don't get me wrong -- I'm all for kids using canines and other animals for "therapy." Depending on the need, it's a well-proven practice. But I can't see where reading to a DOG is going to improve reading proficiency. And, I don't understand how all these organizations placing the dogs in schools are receiving so many federal dollars for a questionable program. I mean, dog OWNERS are being paid by these organizations to have their dogs "specially trained" to serve as "listeners" to students.

At a time where schools are yelling for more budget dollars, can't we sink these funds into programs that really WORK to better our children's education, not just give "feel goods" to the people involved.

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If you could, I would love to see the data on the amount being spent on such an inititative. I'd also like to know if it is in conjunction with anything else.

It would be interesting to hear about the training, selection process and compensation. If you could do some digging, I'd be happy to read it!

I don't know about digging up the "proof" -- I'm sure that can be done fairly easily, but I personally had an acquaintance who got involved in one of these programs who told me about the specialized training (paid for by both private and public funds), for which she was being "well-compensated." Yes, they donate their dogs and their time, but where does the "specialized training" come from, who performs it, how do THEY get paid? Who pays for the infrastructure needed by the organzation to get people scheduled for reading, interfaces with the schools, etc?

Just because an organization is a not-for-profit doesn't mean they aren't bringing in a ton of money. And, NFP's are the FIRST ones eligible for any private and public grants. Grants to bring the program into schools, grants that help keep the people paid, -- all money that I believe, with a few exceptions noted in certain cases, that could be put to more effective use.

I'd like to see proof of government funding. I've yet to see one of these programs that is not non-profit with all dog/trainer pairs volunteering their time and services. Go ahead and look up "read to dog" and see for yourself.

I'd be fully for my daughter reading to the dog, her stuffed animals, and her imaginary friends, because it's not going to cost anything for her to have that audience.

When I get a little nervous is the idea there is funding from the government involved. It reminds me of the new facials made with bird droppings--because it's so crazy and exotic, someone is willing to pay for it. I'd hate to see any less glamorous/cutesie program get underfunded while the money is used to fund this.

Heck, I'll go one step further, I'll volunteer any child to read to my dog, since he's thrilled to get any attention. I'd even let the kids come to my house to do it.

I'd like to offer a perspective that may be a variation of what Drjohnson has suggested.

I have a severely dyslexic 11 year old boy. As part of his learning, he reads out loud at least 20 minutes 6 out of 7 days.

When M was 8, he willingly read aloud to me. We'd snuggle up, he'd read, I'd listen and coach. Now that he is a "tween" and growing to be more independent, he does not like to read aloud to"mommy". It feels babyish. He hates to read anyway. It is a difficult situation.

But, He must read OUT LOUD. Research says that there is no evidence that reading silently will help fluency. My guy needs a lot of help with fluency. So, how do I help him save face? I've told him to read aloud to the dog.

The dog is sleeping anyway. M will read to Frisco, Frisco will sleep, and I will hang around to monitor, listen, help out if needed. M can save face.

The point isn't that he is reading to a dog. The point is that he is more willing to read aloud. And, it is reading aloud that makes a difference.

I'm not really sure what the big deal is. This is one strategy of many that helps encourage kids to spend time on task.

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