EcoKids Reading Rescue Programme provided a win-win by allowing children to practise their reading to animals in need of human affection. EcoKids relationship with TAG, an animal shelter in Benoni, began in 2021 when I took my Grade 5s to visit the shelter as part of a Life Orientation class.
We were learning about animal abuse and I believe a hands-on approach adds much more value than a classroom lesson. The children were excited and came to school wearing old clothes and bearing donations for the animals. We had an enlightening day and learnt a lot about animal rescue and animal behaviour.
At the time, I felt a strong connection with a dog named Teddy and began popping in after school to visit him. These visits became more regular as I learnt more about the animals at TAG and I started volunteering weekly.
I began thinking about the children at school who might benefit from regular interaction with animals, and decided to start with three children who were gentle, loved animals and needed additional assistance and/or motivation with reading. I contacted their parents and explained my reason for the trial programme. The parents were open to the idea and gave permission for me to give it a try.
Finding the ‘pawfect’ pair
Before we began, the children were briefed on caring for animals, animal safety and the rules of the shelter. In the first week, we spent time with the animals, learning about their behaviours and getting to know the shelter’s employees. We helped where we could and got to know some of the animals’ stories.
In the second week, the children were guided in pairing with an animal of their choice. They were also tasked with bringing a reading book and a small donation of dog or cat food. By the third week, the children had grown in confidence and were not only reading to their chosen animals but walking some of the dogs and assisting in cleaning the cages, bowls and sensory areas for the cats.
Over the next few weeks, I gradually added new children to the programme and, by the second term, I had 16 committed children. I divided them into four groups of four and rotated the groups weekly. Gradually improvements were made and implemented from an academic perspective. For example,
I started by pairing each child with an animal and making sure both parties were comfortable and content before observing them from a distance. This worked well in the beginning and the children were diligent about reading, but I had no way of knowing if they were reading the correct words, or if they were understanding what they were reading.
I then tried to divide the reading into 15 to 25 minutes per child during which I would dedicate one-on-one academic support: the child read to me, we discussed the text, evaluated the vocabulary and applied word-attack skills for difficult words. While I spent individual time with each child, the other children assisted TAG staff with small tasks.
This really seemed to be working, but I realised that the children who were not at TAG that specific week were missing out.
Revising our approach
We decided that, on the weeks when the groups were not at TAG, a colleague would work with the children after school. They researched animals and completed tasks based on animals, while receiving academic support.
Some of the children were given an academic support book, where their experiences at TAG were written down and incorporated with their practical time at the shelter. This worked really well and I was blessed to work with a passionate colleague who shared my vision.
We continued with the revised Reading Rescue Programme for an entire term and genuinely got to know the children on a different level. At the end of the term, we booked an hour at a country dog park, where we had an end-of-term picnic. We invited the TAG staff as well as some of the dogs. This was a truly rewarding afternoon and a memorable way to end the term.
According to ReadingtoDogs, reading to dogs can boost reading skills in children as well as help with emotional and social skills.
Reading Skills
- Reading to dogs gives children essential extra practice with reading and oral skills.
- Some children feel that reading is less daunting when reading to an animal.
- Reading to dogs motivates children to start reading more regularly.
- Children attempt books that are slightly more difficult when they feel safe and there is no judgement.
Emotional benefits
- Children enjoy the programme and love the interaction with the dogs/cats and rabbits.
- Children are happy to read aloud to animals and are not concerned whether or not they have mispronounced a word.
- The process of pettings dogs can help with motor skills and is also known to be a calming factor that can reduce stress, blood pressure and anxiety.
- Children feel safe and accepted by their animal friend.
- Reading to dogs boosts the confidence levels of struggling readers and increases children’s sense of pride.
- A child can feel like a leader by being in charge of the process.
- Children feel a sense of accomplishment by reading an entire book.
Social benefits
- Children learn to take turns while waiting for their chance to read.
- Children learn kindness and empathy petting the dogs, cuddling with them and bringing them treats.
- Participants enjoy talking to each other and sharing their experience.
- This project has demonstrated how well children grow and develop when they are not in a classroom setting.