Research overview
Interest in the role of dogs as supportive companions in educational and developmental contexts has increased over recent decades. In particular, dog-assisted activities have been explored as a way to support children who need opportunities to practise reading skills, communication, emotional regulation, and social interaction.
Rather than being viewed as instructional tools, dogs are understood as part of a supportive learning environment that may help children feel calmer, safer, and more willing to engage.
Below is a structured overview of three open-access, peer-reviewed research articles that are frequently cited in this field. Together, they explore how the presence of a dog may contribute positively to learning contexts, while also emphasizing the importance of careful interpretation of research findings.
Overall conclusion
Taken together, these studies suggest that dogs may act as supportive companions in reading and communication contexts by:
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reducing stress and performance pressure
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increasing motivation and emotional safety
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supporting engagement and social interaction
Research consistently emphasizes that dog-assisted activities should be viewed as a complement to evidence-based instruction, not a replacement, and that the child’s learning needs and dog welfare must always remain the primary focus.
Below are three research articles that explore the supportive role a dog may play in a child’s reading practice and shared reading moments.
1. Children Reading to Dogs: A Systematic Review of the Literature
Hall, S. S., Gee, N. R., & Mills, D. S. (2016)
PLOS ONE – Open access
Fulltekst:
https://pmc.ncbi.nlm.nih.gov/articles/PMC4763282/
Type of study
Systematic literature review of existing research on children reading aloud to dogs.
Focus
- Reading motivation and engagement
- Emotional responses to reading
- Reading performance outcomes
Key findings
- Many studies report reduced anxiety, increased confidence, and greater motivation when children read to dogs.
- Dogs may create a non-judgmental and emotionally safe reading context, which can be especially beneficial for reluctant or struggling readers.
- Evidence for direct improvement in reading skills is mixed, largely due to methodological limitations.
Relevance for practice
A cornerstone article that supports dogs as a supportive element in reading practice, not a replacement for instruction.
2. Effect of a Canine-Assisted Read-Aloud Intervention on Reading Skills and Emotional Responses
Fung, S. C. (2019)
Animals (MDPI) – Open access
Fulltekst:
https://www.mdpi.com/2076-2615/9/8/474
Type of study
Intervention study with a structured read-aloud-to-dog program.
Focus
- Reading fluency and comprehension
- Emotional responses and stress regulation
- Physiological indicators of relaxation
Key findings
- Children showed greater relaxation and positive emotional responses during reading.
- Some improvements in reading outcomes were observed.
- The dog supported engagement and calmness during learning tasks.
Relevance for practice
Supports the role of dogs as emotional regulators that may help children remain engaged during skill practice.
3. Reading to Dogs at Home: A Pilot Study
Syrnyk et al. (2023)
Frontiers in Veterinary Science / PubMed Central – Open access
Fulltekst:
https://pmc.ncbi.nlm.nih.gov/articles/PMC10054209/
Type of study
Pilot study comparing reading to a dog with other reading support conditions.
Focus
- Reading comprehension and behaviour
- Home-based reading practice
- Social and emotional aspects of reading
Key findings
- Positive reading behaviours such as increased willingness and sustained attention.
- The dog functioned as a calm, consistent listener.
- Results are exploratory but promising.
Relevance for practice
Highly relevant for home–school collaboration and low-pressure reading support.