Reading to Dogs in schools: a controlled feasibility study of an online Reading to Dogs intervention

This study evaluated an online multi-component Reading to Dogs (RTD) intervention named Paws and Learn (PAL). Designed as a controlled feasibility study (i.e., comparing an intervention and a control group, as well as evaluating the intervention's practicality for the classroom), this research examined the intervention's impact on children's wellbeing, reading affect and fre-quency (RAF), children and teachers' perceptions and experiences of PAL; and implementation considerations for the classroom. PAL consists of five components, one of which is RTD, com-plemented by four additional components designed to increase connection to the dog (whom they only meet virtually) and increase and consolidate benefits. RTD in schools is growing in inter-national popularity and prevalence yet concerns about the practice exist. Online PAL was informed by a survey of teachers' perspectives of RTD, and a co-design process combining research and practice. A pre-post-test control group design, with a mixed method evaluation was adopted. In total, N=106 pupils (aged 9) and their teachers from 3 schools participated in the 4 -week study. Measures included wellbeing and RAF questionnaires, and interviews with inter-vention class teachers (N = 3) and a sub-sample of children (n = 33). In general, no statistically significant differences were found in wellbeing, reading affect or frequency, however qualitative insights revealed positive perceptions and experiences of online PAL, specifically in relation to wellbeing and reading affect. Online PAL was deemed feasible for classroom use, particularly if technological challenges can be overcome. Implications for the delivery of RTD interventions are discussed.