Issue link: http://educator.cta.org/i/498229
Lanissa Patterson says the dogs provide her students an opportunity to practice what they learn in class. She encourages them to go home and read to their own pets or stuffed animals for fun. Reading dogs rock in Redding Pausing to give a visiting pooch an air-smooch on a Redding morning is kin- dergarten teacher Linda Guill at Cypress Elementary School. The Redding Teachers Association member loves the dogs as much as her students do. Katy Yoder, program director for READ (part of the Prescription Pets Therapy Group), has arrived with other human volunteers plus Fiona, a Boston terrier, and Maji, a Golden retriever. Her chapter has 30 dog-owner teams working in schools or public libraries. Bailey Parker, 5, says reading to a dog is her favorite thing to do. "He listens so well," she explains. Yoder says some students have increased by a few grade levels in Redding, and credits reading dogs with being part of the reason. One student with dyslexia wouldn't read in class or in the library, but managed to do so in the presence of reading dogs. "They really help the kids learn to read. They like it better than recess," says Guill with a smile. "When I retire, I'm going to find a dog and do this." Reading to Rover now the rage in Elk Grove Lisa MacKenzie doesn't need volunteers to bring reading dogs to her K-6 classroom for children with special needs. That's because she has three read- ing dogs of her own. There's Clipper and Hobiecat, both Portuguese water dogs, and Neeka, a malamute. She brings them in separately or two at a time. "My students see reading to them in a different light," says the Elk Grove Education Association member. "Instead of 'Oh, I have to read to a teacher,' it's 'Yay, I get to read to a dog!'" Her dogs had formal training through Therapy Dogs International's Tail Waggin' Tutors program, so they know how to behave when they are read to, says MacKenzie, an inclusion education specialist at John Ehrhardt Elemen- tary School. That means being attentive, calm and sweet. "Clipper is ultrasensitive," she confides. "He can pick up when someone is not feeling well, stressed out, anxious or sad, and make himself part of the healing process. He will nudge and give a child attention so they know he's there. And research shows that the comfort of having an animal nearby lowers blood pressure and stress levels. As a teacher of those with special needs, it also helps me develop rapport with them and reduce anxiety about academics and social issues." Reading to a dog, she adds, makes kids want to do their best and work their tails off. "There was once a nonverbal, selective mute student. One day he stood up in front of the class and told everyone in the class the rules about Clipper. It was the first time I ever heard him talk. It's amazing, but some- times dogs can accomplish things that teachers can't." Brock and fellow READ volunteer Kelly Matthews also provide Pacific Elementary School teachers with "prog- ress reports" to show areas where students are doing well or struggling, which teachers call an added bonus. Gigi says she looks forward to Mondays when Catie comes to visit. "I like reading to her because she's sweet," says Gigi, petting her gently. "And I'm teaching her new words." MBUTA members noticed the reading dogs help children who are having a rough time. "The children just love coming here," says Sondra Abrams. "It takes away their apprehension or sense of 'I can't do this.'" In Redding, Sadie Vierra reads to her four- legged volunteer. Lisa MacKenzie with first-grader Liam Blair, a student with autism, and her reading dog Neeka, an Alaskan Malamute, in Elk Grove. (Photo by Claudia Briggs.) Learning 43 V O L U M E 1 9 I S S U E 8