Learning assistance in developing reading skills with the help of dog therapy

V nalogi obravnavamo učno pomoč pri branju s pomočjo terapije s psom. Gre za razmeroma nov pristop v Sloveniji, zato je na to temo narejenih malo empiričnih raziskav. V naši raziskavi smo uporabili kvalitativno metodo z izvedbo polstrukturiranih intervjujev. Z raziskavo smo želeli ugotoviti, kakšne so temeljne značilnosti terapije branja s pomočjo psa, kateri učinki na področju branja se pojavljajo pri otrocih po terapiji branja s psom in kakšne so najpogostejše skrbi oziroma pomisleki v zvezi s terapijo. Intervjuvali smo vodnico psa, ki terapijo izvaja, dva otroka, vključena v terapijo branja s psom in njuna starša. Terapija branja s psom poteka tako, da otrok bere psu, ki leži zraven njega na blazini in ga med tem boža, se ga dotika, kar nanj deluje sproščujoče. Otroci ob branju s psom uživajo. Starši so za terapijo branja s psom izvedeli na osnovni šoli, otroka pa so v program vključili zaradi težav na področju branja. Vodnica psa, starši in otroci poročajo o tem, da terapija s psom pozitivno vpliva na otrokovo bralno kompetentnost, motivacijo za branje in odnos do branja, bralno samozavest ter pozornost in koncentracijo pri branju. Branje s psom ravno tako zmanjšuje stres, ki se pri otrocih pojavlja ob neuspehih pri branju. Vpliva terapije branja s psom na socialne interakcije otrok v razredu v raziskavi nismo zaznali. Ravno tako vključeni v raziskavo v zvezi s terapijo s pomočjo psa nimajo nobenih skrbi ali pomislekov, razen vodnice psa, ki poudarja, da je vedno treba imeti v mislih, da lahko nastane nepredvidljiva situacija.In this thesis we discuss learning assistance in reading with the use of dog therapy. This is a relatively new approach in Slovenia, which means that there have been few empirical studies that cover this topic. In our research we used the qualitative method, utilizing semi-structured interviews. We wanted to find out the core features in dog therapy reading, which effects it has on reading skill in children undergoing the therapy, and which are the most frequent concerns or reservations with regards to the therapy. We interviewed a dog handler, who carries out the therapies, two children included in the dog therapy program and their parents. In dog therapy reading, the child reads to the dog, who lies on a pillow in his vicinity, while petting it, which causes a relaxing effect. Children enjoy the act of reading with the dog. The parents found out about dog therapy reading at their elementary school and enrolled the child in the program due to difficulties in his reading ability. The dog handler, parents and children report that the dog therapy positively affected the child’s reading competence, motivation to read and attitude towards reading, as well as self-confidence when reading and attention span and concentration whilst reading. Reading with dogs also reduces stress, which appears in children with reading difficulties. Any effects of dog therapy reading on social interaction within the classroom were not observed during this research survey. Additionally, the people involved in the research survey of dog therapy had no concerns or reservations regarding the program, with exception of the dog handler, who stressed that one must not forget that an unpredictable situation could always occur