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. 2016 Feb 22;11(2):e0149759. doi: 10.1371/journal.pone.0149759

Table 2. Evidence for the Value of Children Reading to Dogs.

RefNo. First Author (year) CEBM Rating N:Type Participant Age Developmental Status Effects on Reading Skills Effects on Reading Behaviours
17 Bueche (2003) 5 NA:Opinion paper Reduced reading anxiety, improved reading self-esteem
18 Burns (2014) 5 NA:Opinion paper Reduced reading anxiety
19 Dunlap (2010) 5 NA:Opinion paper Improved reading abilities Greater reading confidence
20 Faver (2009) 5 NA:Opinion paper Improved language and literacy skills Greater reading confidence
21 Francis (2009) 5 NA:Opinion paper Increased reading motivation & confidence
22 Hughes (2002) 5 NA:Opinion paper Increased reading motivation & confidence
23 Inklebarger (2014) 5 NA:Opinion paper Increased reading motivation, reduced reading anxiety
24 Jalongo (2005) 5 NA:Opinion paper Improved reading abilities Increased reading: motivation, self-esteem, enjoyment, feelings of support. Reduced reading stress
25 Kennel Club (2011) 5 NA:Opinion paper Increased reading confidence
26 Klotz (2014) 5 NA:Opinion paper Improved reading abilities Increased reading: confidence, motivation, engagement. Reduced reading anxiety
27 Lane (2013) 5 NA:Opinion paper Improved reading abilities Increased reading motivation & confidence
28 Pillow-Price (2014) 5 NA:Opinion paper Improved reading abilities Increased reading: confidence, self-esteem. Reduced reading anxiety
29 Shannon (2007) 5 51:Survey Guardians of 8 yr-olds Increased reading motivation and confidence
30 Shaw (2013) 5 NA:Opinion paper Improved reading abilities Increased intrinsic reading motivation, increased reading engagement
31 Siegel (2004) 5 NA:Opinion paper Improved reading abilities Increased reading confidence, reduced reading anxiety
32 Snider (2007) 5 NA:Opinion paper Improved reading ability Improved reading confidence
33 Truett (2014) 5 NA:Opinion paper Increased reading confidence, reduced reading anxiety
34 U Tenn Vet (2015) 5 NA:Opinion paper Increased reading motivation
35 Friesen (2009) 5 NA:Opinion paper Importance of multi-sensory experiences. Improved emotional, social & behavioural effects
36 Friesen (2010) 5 NA:Opinion paper Increased feelings of social and emotional support
37 Friesen (2012) 5 NA:Opinion paper Improved reading abilities
38 Jalongo (2004) 5 NA:Opinion paper Improved reading abilities
39 Black 5 NA:Opinion paper Reading rate improved by 24 words/minute
40 Konarski (no date) 5 1:Case study 6 years Autistic Improved oral reading fluency (by 3 sounds) and non-sense word fluency (by 4 sounds) Improved recreational and academic reading attitude
41 Gallatin (2014) 5 4:Interview & 13:Survey Teachers of children 7–11years Reading disability and typically developing readers Improved confidence and motivation to read
42 Fisher (2014) 5 1 9 years Disengaged reader Improved reading accuracy and reading comprehension on Neale Analysis of Reading Ability
43 Grigore (2014) 4 3 7–8 years Autistic Increased social initiations from the children
44 Heyer (2007) 4 6:Intervention 0:Control Grades 2–4(7–9years) Below average Slightly increased reading abilities Increased confidence and love for reading
45 Intermountain Therapy (2009) 4 12:Intervention 0:Control Not recorded Struggling readers 11/12 participants improved up to 4 reading grades
46 Kaymen (2005) 4 4:Intervention 0:Control Grade 3 teachers (8 years) Not recorded Improved attitude
47 Lloyd (2014) 4 11:Intervention 0:Control 5–11 years At risk readers Improved reading grades Improved attitudes, increased confidence, co-operation & attendance
48 Newlin (2003) 4 15:Intervention 0:Control Grade 2 (7 years) Below average readers Improved reading ability by minimum of two grades
49 Walsh 4 5: Intervention 0:Control 6–7 years Reading disabilities Improved reading fluency (visual inspection) Increased reading confidence and engagement
50 Griess 4 4: Intervention 0:Control Grades 3–5 (8–10 years) Learning disabilities Spent more time reading Improved reading motivation & enjoyment for reading
51 Smith (2010) 4 11:Intervention 0:Control 6–12 years Home schooled Reading fluency improved by 30%
52 Martin 4 10:Intervention 0:Control 5–9 years Not recorded Improved scores on Test of Reading Comprehension (TORC) and Measures of Academic Progress (MAP)
53 Bassette (2013) 4 3 7–11 years Emotional/ behavioural disabilities Increased on-task behaviours during reading: Behavioural Observation of Students in Schools (BOSS)
54 Moore (2013) 4 71:Repeated Measures Grade 3 (8 years) Not recorded Changed implicit theories of human reading ability
55 Paradise (2007) 4 98:Intervention 19:Control Grades 1–5 (6–10 years) Teachers Not recorded Improved identifying, exploring, defining, analysing, predicting, summarising Improved reading: attitude, enthusiasm & self-esteem
56 Booten (2011) 2c 17:Intervention 15:Control Grade 5 (10 years) Not recorded No significant differences No significant differences
57 Lenihan (no date) 2c 9:Intervention 9:Control Grade 2 (7 years) Not recorded Reading abilities declined more in control group Reading attitude decreased more in control group
58 Peterson (2008) 2c 29:Intervention 26:Control Grade 7 (12–13 years) Not recorded No significant differences
59 Smith (2009) 2c 152:Intervention 98:Control Grade 2 (7 years) Low income families Improved reading fluency
60 Treat (2013) 2c 9:Intervention 8:Control Grades 2–5 (7–10years) Learning disabilities Improved reading fluency, accuracy and comprehension Improved reading self-perception and reduced reading anxiety
61 Wohlfarth (2014) 2c 12:Repeated-measures 6–7 years German speaking Improved: Correct words, punctuation & comprehension–recordings of reading
62 Friedmann (1983) 2c 38:Repeated measures 9–5 years Not recorded Blood pressures were lower when reading to a dog
63 LeRoux (2014) 2b 27:Dog 24:Adult 26:Teddy 25:Control 7–13 years Poor readers Improved reading accuracy and reading comprehension in dog group