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The Role of Dogs in Reading Support

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Dogs and Reading Support

In recent years, dogs have increasingly been included as support for children who need help developing language, communication, social interaction, and emotional regulation skills. Research suggests that dogs may contribute positively in two main ways:

  1. through their presence alone, and
  2. through more structured, goal-oriented activities in educational or therapeutic contexts.

Importantly, dogs are not viewed as a replacement for evidence-based teaching or therapy. Instead, they function as a complementary support, helping to create conditions that make learning and interaction more accessible for some children.

The supportive presence of a dog

Several studies indicate that simply being with a calm, well-trained dog can have a measurable impact on children’s emotional state and behaviour. Dogs are often described as non-judgmental and predictable partners, which may reduce stress, anxiety, and performance pressure.
Lower stress levels are associated with improved attention, increased willingness to engage, and greater openness to social interaction—factors that are essential for language use and communication.

Research has shown that children may display more spontaneous social behaviours, such as eye contact, verbal initiation, and shared attention, when an animal is present. In this way, the dog functions as a social catalyst, supporting interaction without requiring the child to meet complex social expectations.

Targeted use in educational and pedagogical contexts

Beyond their general presence, dogs can also be included in structured, intentional activities designed to support specific skills. Studies involving guided interaction—such as giving commands, describing actions, or engaging in shared routines with a dog—show that children may practise both verbal and non-verbal communication more actively.

In these contexts, the dog often serves as a meaningful communication partner, giving children a reason to use language, gestures, and social signals in a natural way. Research has documented increases in behaviours such as verbal output, joint attention, communicative gestures, and engagement during dog-assisted activities, particularly for children who find human interaction challenging.

What research can—and cannot—claim

While findings across studies are generally promising, the research field also emphasizes caution. Effects vary between children, and outcomes depend heavily on how the dog is included, the child’s individual needs, and the quality of planning, training, and ethical considerations.

Overall, the scientific literature supports the idea that dogs can function as effective support tools by:

  • reducing stress and emotional barriers to learning
  • increasing motivation and engagement
  • facilitating social interaction and communication
  • supporting targeted practice of skills in structured settings

At the same time, researchers consistently stress that dogs are most effective when included as part of a well-designed, child-centred, and ethically responsible approach.

Summary

Research suggests that dogs can function as effective support tools for children in educational contexts by helping to reduce emotional and social barriers to learning. A calm, well-trained dog may create a safe, non-judgmental environment that lowers stress and performance pressure, making it easier for children to engage, communicate, and practise new skills.

Studies show that the presence of a dog can increase motivation, attention, and willingness to participate, particularly for children who find traditional learning situations challenging. Dogs may also act as social facilitators, encouraging verbal and non-verbal communication, shared attention, and interaction in a natural and meaningful way.

When used intentionally in pedagogical activities, dogs can support targeted practice of language, communication, and social skills, while remaining a complementary tool rather than a replacement for evidence-based teaching. Research therefore supports the use of dogs as support tools that enhance learning conditions and engagement, especially when implemented thoughtfully, ethically, and with attention to both child and animal welfare.

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References (open access)

 

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