The Impact of a Canine‐Assisted Reading Program on Readers Needing Extra Practice

Abstract Canines can provide emotional support, create a nonjudgmental environment, facilitate positive social interactions, and shape student behavior. This study investigated the impact of a canine‐assisted reading program on four second‐grade students' reading fluency and attitudes toward reading. Oral reading fluency (ORF) was measured using ORF probes, and students' attitudes toward reading were measured with the Elementary Reading Attitude Survey. Although ORF skills did not improve significantly following the program, students' attitudes toward reading did. Implications regarding innovative strategies for reading fluency programs, including canine‐assisted methods, are discussed, with emphasis on the importance of maintaining reading enjoyment among readers needing extra practice.