Being an educator can be the most rewarding, yet trying profession one can possibly obtain. Being flexible, open minded, and willing to try new things are definite prerequisites to teaching young children. Parents often realize that their children are different, and this is always the case within the classroom. What works to motivate one child to learn simply might not prove to be so successful for the next child. There are several strategies that have been put into place and used by schools across the world that have positive results in motivating young students. Canine-assisted reading programs, self-graphing one’s progress, having current up to date literature, teacher read-alouds, and student teacher collaboration have provided positive
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According to a national survey that was conducted regarding the motivation to read, Donahue, Daane, and Yin (2005) reported that a vast majority of fourth grade students within the United States reported that they did not enjoy reading, nor did they read for personal enjoyment (Brozo & Flynt, 2008 p. 172). For those students that struggle with reading fluency, the level of motivation to read as a requirement or pleasure is even less. Child psychiatrist Boris Levinson, coined the term pet therapy in 1961 when he introduced several of his clients to a canine (Lane & Zavada, 2013 p. 88). Nearly fifty years later, canines are being used as reading buddies for struggling readers and readers who do not show any interest in progressing as a reader. Currently in 42 states, canine-assisted reading programs are found in libraries, schools, universities, recreational centers, and hospitals (Lane & Zavada, 2013 p. 88). These centers strive in providing even their youngest patients with the opportunities to read to a canine pal. According to Lane and Zavada (2013), readers who tend to be hesitant or unwilling to read to a trusted adult or even a peer, happily read to a canine due to the fact that they know their canine companion will not judge them or make them feel badly about …show more content…
89). One study from the Dominican University, California Kaymen, used SHARE a book program, which was a pilot canine-assistance program, provided insight of four third grader’s progress within the program (Lane & Zavada 2013 p. 88). Their interviews revealed that reading to a dog provided these struggling students with the confidence and motivation to want to improve their reading fluency and proficiency. Research suggests that when children become motivated to engage in effectively reading at a young age, tend to become life-long readers (Murrow 1992, as cited in Brozo & Flynt, 2008 p. 172), which makes the task of finding successful ways of motivating young students crucial. Canines are not the only partner that can provide a positive reading experience for young children, when a teacher invests their support and love to each student, this can also result in strengthening and motivating children to want to read more
According to a national survey that was conducted regarding the motivation to read, Donahue, Daane, and Yin (2005) reported that a vast majority of fourth grade students within the United States reported that they did not enjoy reading, nor did they read for personal enjoyment (Brozo & Flynt, 2008 p. 172). For those students that struggle with reading fluency, the level of motivation to read as a requirement or pleasure is even less. Child psychiatrist Boris Levinson, coined the term pet therapy in 1961 when he introduced several of his clients to a canine (Lane & Zavada, 2013 p. 88). Nearly fifty years later, canines are being used as reading buddies for struggling readers and readers who do not show any interest in progressing as a reader. Currently in 42 states, canine-assisted reading programs are found in libraries, schools, universities, recreational centers, and hospitals (Lane & Zavada, 2013 p. 88). These centers strive in providing even their youngest patients with the opportunities to read to a canine pal. According to Lane and Zavada (2013), readers who tend to be hesitant or unwilling to read to a trusted adult or even a peer, happily read to a canine due to the fact that they know their canine companion will not judge them or make them feel badly about …show more content…
89). One study from the Dominican University, California Kaymen, used SHARE a book program, which was a pilot canine-assistance program, provided insight of four third grader’s progress within the program (Lane & Zavada 2013 p. 88). Their interviews revealed that reading to a dog provided these struggling students with the confidence and motivation to want to improve their reading fluency and proficiency. Research suggests that when children become motivated to engage in effectively reading at a young age, tend to become life-long readers (Murrow 1992, as cited in Brozo & Flynt, 2008 p. 172), which makes the task of finding successful ways of motivating young students crucial. Canines are not the only partner that can provide a positive reading experience for young children, when a teacher invests their support and love to each student, this can also result in strengthening and motivating children to want to read more