TherapyAnimals.org - What Educators Say

I just wanted to thank you, Mary (Ehrhart), and your R.E.A.D. teams for working with our students at The Bodine School. As you know, our school specializes in the education of students with dyslexia and related learning disabilities. Positive activities such as Paws for Reading really make a difference in the success of our students. You and your R.E.A.D. teams have provided our students with a safe and nurturing environment to read which has been a tremendous help to them. Our students love reading to the dogs and are looking forward to reading with them again this fall. Once again, thank you for working with our students. I look forward to continuing to work with you and your R.E.A.D. teams this year.

The students are so excited about working with the animals. This makes school a safer, more enjoyable place to be, and their enthusiasm has carried over into their classroom. The children are benefitting from the one-on-one tutoring, where reading strategies are discussed and practiced, and the love of reading is instilled while learning respect for animals. We so enjoy the R.E.A.D. program-it comes from the heart!

One cannot measure the amount of joy and encouragement that the R.E.A.D. Program has brought to the special education program at Parley's Park. I can only hope that the smiles and hugs your teams receive in return are enough to repay our debt of gratitude. Books and money cannot replace what you have given to us, because it is a gift from the heart. Thanks to the R.E.A.D. Program for all they do to touch the heart of a child!

The R.E.A.D. program at Bennion Elementary has played an effective role in participants' improved reading ability and appreciation, as well as social behavior. The effect that these dogs, and their partners, have on these challenged children is as immediate as it is hard to describe. One child who spent most of his days giving resource and homeroom teachers the runaround could always be found first in line to read to his favorite dogs. The dogs bring a wonderful combination of kindness, curiosity, and patience to the task of reading. The children seem to respond in kind and learn to practice beneficial behavior patterns, supporting not only reading skills, but also broader study habits and interpersonal communication skills.

The high quality of the books and attention provided by the R.E.A.D. program is unique to some of these children's lives. You can teach reading skills scratching through variously contrived 'readers' in a crowded classroom. The dogs not only reinforce these skills, but also lead students towards an understanding of the purpose and potential of reading. Risking reading out loud and communicating ideas seems to come easier under the patient tutelage of a furry friend and his/her trusted companion. Transcending the rigors of skills acquisition, the dogs' love and approval is always present. In an age when hugs are legally prohibited, the comforting affection shared with the dogs brings a more authentic child to the shared reading activity. Resistance subsides and confidence and courage emerge in a literary environment full of trust and inquiry.

It is difficult to quantify the effects of this program given its integration into the larger school environment, but I have seen tests scores improve with this program, as well as more confident and sociable behavior by participants. Learning not only skills, but that reading and sharing can be fun, is a tremendous gift. Through the week teachers and I spend varying amounts of time motivating these children to read, but on Wednesdays I get to see them at their best, when they are self-motivated and enjoying reading and discussing quality books. I only wish that we had enough dogs and trainers to accommodate all of the children that ask me throughout the week if they too can "read to the dogs."

It's an activity that the kids not only eagerly anticipate but has also benefited the students' reading and confidence levels. It makes them so eager to read. Whiskey gives them a chance to read to someone who cares.

It is exciting to see their love for wanting to read to Whiskey. We have a few students who don't love to read and they still get excited to read to Whiskey.

Never in my life have I witnessed such a wonderful, interactive program that allows students a diversion in everyday learning without having to give up the actual learning.

I don't have test scores but I do have this: In January and in May we give the students one minute to see how many words they can read correctly from a passage. Mallory went from 13 (January) to 47 (May), and Zakary went from 29 to 64!

I just wanted to let you know how thrilled my students and I were to have you and Buddy come visit us again this year. As you know, as an English as a Second Language teacher I often have the same students for several grades and it was so much fun to listen to my second graders who visited with you and Buddy last year tell my disbelieving first graders about Buddy the dog who can read. I'm glad they got the chance to see Buddy for themselves!

I also wanted to let you know that I am just in awe of what you and Buddy and other R.E.A.D. volunteers have the potential to accomplish with students who are struggling readers. Of course as an E.S.L. teacher I think especially of my little group of English language learners and I think of the several different levels that they are touched by your visits.

First of all, since most of my students come from homes where no English is spoken at all they face the challenge of coming to school every morning just trying to learn to communicate in their adopted language. It is amazing how one look at Buddy can tear down the scariest of barriers in the most timid, non-English speaking student. Doggies are a universal love and I can see that in the eyes of my boys and girls when they first see Buddy. And since the boys and girls are for a short time unafraid and comfortable they can open up and communicate about what you and Buddy are doing...reading! What a motivator!

Secondly, these students tend to come from low socio-economic homes where both parents work full time in order to provide for their children. There is often not enough time or money left to spare to encourage and motivate young readers or indulge them with books to read. This makes the gift of the coloring books from you and Buddy especially important because for some of my students it may literally be the only book they personally own. Many of the boys and girls came to school the day after you visited only to tell me that they had read and colored most of the book that very night!

Finally, I have seen your visits touch my students in another exceptional way. Several of my boys, like many children today, tend toward at least some aggressive and sometimes violent behavior. However, when these same boys dealt with Buddy all I heard was how awesome he was and how much they wished they could have a dog like Buddy to take care of and befriend. Wow! A free book, a reading lesson and a lesson in compassion all in one sitting, what a concept! That is what you and Buddy have taught us that R.E.A.D. volunteers can do in a school setting. Not to mention the fact that my students, like all children today, often desperately need a little unconditional acceptance and a few free hugs. Nothing warms a little body and mind more than to know that he or she is loved and cared about by someone. That is what you and Buddy bring to our little class and what I imagine all R.E.A.D. volunteers bring to the students they visit. Thank you for blessing our class with all of these gifts. We can't thank you enough and we would do anything we could to make these special visits available to more students. Please come see us again soon!

During this school year, I was very fortunate to have been involved with the R.E.A.D. program. Chantal Moore visited our cycle one, year one classroom every week with Chelsea, her energetic and very friendly companion.

Two students from my classroom were selected for the program. These two students experience difficulty with reading and also with positive peer interactions. The R.E.A.D. program was an ideal way for both students to experience success in a social and academic atmosphere.

Chantal informed herself of the academic and social needs of each student and was very open to all of my suggestions. The students were excited to share what they can do with Chelsea. Chelsea sat and listened attentively to each child read and work through language activities. She even gave positive reinforcement (a bark) when the students did very well!

Chantal was also very willing to come and talk with my whole class about social problems or situations that Chelsea had encountered with other dogs. The students could relate to the problems and give suggestions on how Chelsea could resolve her social problems. This often gave me, as a teacher, the opportunity to discuss conflict resolution strategies with the students.

All in all, I strongly support the R.E.A.D. program. It was a rewarding experience for the two students who were involved, as well as the whole class, who came to think of Chelsea and Chantal as their friends too. The R.E.A.D. program had a positive influence on the students' self-confidence and motivation. Good luck in continuing and hopefully expanding the program!

Christian has had a very positive experience with Merlin. He looks forward to reading with him, and reads well, stroking him the whole time. He is relaxed and focused while with him. This program is a fantastic opportunity for Christian to open up and be comfortable reading aloud.

Makenzie truly enjoys reading aloud with Merlin. She is very affectionate with him, giving him many hugs. She gets very excited and reads well to him (with him on her lap)! She is able to focus, and her fluency has greatly improved this year.

Kyle truly enjoyed his time spent with Merlin. He looked forward to reading with them on Friday mornings ALL week. He carefully chose the books he would read and happily shared details from the book after his session. Ms. Petrone and Merlin certainly got Kyle excited about reading!

Daniel returned from reading to Merlin with excitement and a very positive attitude. He also leaves the classroom that way--looking forward to his time with Merlin. Dan's reading progress has indeed soared this year, and I believe it may be due to his reading to this unconditional, loyal, non-judgmental friend!

I have to once again thank you for the gift you are giving to the El Marino children and their families.

Tonight as I was taking down the posters, a girl from the weekly program and her dad were looking at the pictures of the animals. I had never met the dad before. He looked at me and said, "She reads to them every week. I never thought it would work! I don't know HOW it works, but it does!"

"She was never interested in reading before. Never. And now she is! I can't get over it!"

This dad was so excited - pretty much floating on air. And I don't know that he could have had a bigger smile on his face.

And so, on behalf of this dad and many others, I send you all a million thanks. May your generosity and gifts come back to you many times over.

Oreo brings a unique tail to the mix. He sits in a basket and listens-without judgement-to the stories being read to him.

Perhaps it's as simple as my daughter put it, "I like talking to bunnies and I felt happy when I read to Oreo." (This from a child who used to hate to read!) Whatever the reason, the magic is there; the magic is endless.

May 29, 2009

Bluffdale Elementary has been participating in the R.E.A.D. program for the last couple of years. Our teachers really appreciate having someone come in and give those struggling students something "extra special" to look forward to, and also to provide them with individual attention while they read. We have had a number of children improve in their reading skills and also self-confidence. One child in particular finished reading his 60th book this year, which is quite an accomplishment considering he didn't even want to participate in the program at the beginning of the year.

As the Literacy Facilitator in our school, I have noticed test scores, self-confidence and love for reading all improve with the children who have been able to participate in R.E.A.D. We feel very lucky to have had the program at our school, and greatly appreciate the time Ann Coleman and Buck have freely given.

Sheryl Mitchell, Literacy Facilitator
Bluffdale Elementary (Jordan District), Bluffdale (Salt Lake City), Utah

June 7, 2010

We would like to extend our thanks and applause for the R.E.A.D. program that Patrice Mealey and her dog Sid gave to our students this past school year. Patrice and Sid came weekly from November to May to work with nine of our struggline readers in our Title I program. These boys and girls were all first graders who were far behind in reading, and for some English is their second language. They had tutors daily, but the highlight of their week was on Wednesdays when Sid came to read.

Each student spent individual time reading with Sid, playing word games and working on sounds of letters. Patric brought dog treats in the shape of letters and the students would pick a letter, say the sound and then reward Sid. At the end of the year we had a Dog Party and the students had their photos taken with Sid and made a book called "Sid the Reading Dog."

Patrice and Sid showed love and concern for our students and gave them an incentive to be at school and work on reading. The impact of the dog was most evident with our most challenged reader. This child became more confident and much more vocal and receptive to tutoring with the help of Sid. Sid was certainly non-judgmental and loved the children, and they love him back. Sometimes he put his paw on the page and the children were convinced he really could read. Perhaps he couldn't read, but he "read" the students and knew they needed support.

Thank you for providing this program of pets helping people.

Wendy Linares, Title I Facilitator
Jan C. Smith, Title I Teacher
Copperview Elementary, Midvale, Utah