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Research Proposal

ETEC 643: Technology and Learning II Section 47

Elva Fanty

California State University, San Bernardino

Dr. Baek

January 29, 2017

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Research Proposal

Introduction

As a second grade teacher, I encounter students that are struggling to read on a

daily basis. I am always looking for a way to motivate these students and increase their

confidence. My second grade team lead suggested that reading to their pets for

homework might motivate them to do their homework. I wondered it this would work in

the classroom. I know that we cannot have dogs in the classroom, but I would like to

see if having a pretend pet would help these students the same way that therapy dogs

help patients. I would like to research if reading to a dog can help students read with

more fluency, accuracy, comprehension, and happiness.

There is a growing interest in how animal interaction with humans impacts

human psychological health. We have heard tales of how studies show that animals are

therapeutic to the sick and the elderly. There has been research to show that animals

can help to lower blood pressure, increasing relaxation, and increasing confidence.

There are colleges and universities, such as UC San Diego, UC Riverside, UC Santa

Cruz and UC Davis that bring therapy dogs on campus the week of midterms and finals

to help students de stress. There are several organizations that provide therapy animals

to those who seek them.

I work in a low income school, with students that struggle to read, and with

families that do not view school as a priority in their life. Many of my students families

do not have English speaking parents to help their students learn to read or do their
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homework. Many of my students tell me that they do not have books at home. Many of

them have parents that work more than one job and are not home with their children

often. Students that are slower or struggling often are lacking in confidence and

motivation to make gains in their reading ability. Additionally, these students often exhibit

higher anxiety when they are called upon to read in the classroom.

Literature Review

For this project, in an effort to learn about the effects of children reading to and

interacting with animals, two articles were read and analyzed. The textbook was also

used to help with this research proposal. The articles covered children reading to dogs

and teaching respect, responsibility, and kindness through dog safety lessons. These

articles provided a better understanding of the benefits and challenges of children

working with animals as a teaching strategy. Since the focus of this research proposal is

for second grade, the articles reviewed are of students at the elementary level.

In the article, Teaching Strategies: Teaching Respect, Responsibility, and

Kindness Through Dog Safety Lessons, written by Szecsi, Toledo, Barbero, and Del

Campo research supports that even if students are not exposed to a real living

breathing dog, they can become attached to and care for a stuffed dog. Researchers

studied children who were consistently taught, with a stuffed dog, how to meet

unfamiliar dogs, how to show respect and kindness toward dogs, and how to be

responsible for dogs to find the best strategies to teach children how to do these things.

They used weekly anecdotal recordings of the demonstration of respect, kindness, and

responsibility. They also collected students weekly reflections to for data. The
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researchers reported the children developed a sense of attachment to, and

responsibility for, their stuffed dog. ( Szecsi, Toledo, Barbero, Del Campo, p.126)

In the article, Children Reading to Dogs: A Systematic Review of the Literature,

written by Hall, Gee, and Mills research shows that dogs may have a beneficial effect on

a number of the behavioral processes. This beneficial effect may contribute to improved

reading performance. It says literacy skills have significant consequences to global

health and economy. (Hall, Gee, Mills, p. 2) In this research, data was collected to

support that improving student motivation to read, improves student reading. They also

state that reading with a dog may increase motivation to read. Evidence suggests that

positive experiences can help children overcome negative associations with reading. It

further suggests that overcoming negative associations can help children be more open

to positive learning experiences.

Methodology

Research Questions

Can second grade students that have a pet or stuffed animal (to pretend they

have a pet) learn to read with more speed, accuracy, comprehension, and

happiness?

Can knowing how to care for and respect animals help second grade students

read with more speed, accuracy, comprehension, and happiness?

Research Type
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My collection of data will include a mixed method. I will use both qualitative data

and quantitative data to measure students growth in fluency, accuracy, comprehension,

and happiness. For the quantitative collection I will give the students a reading test. I will

time them for one minute to see how many words they read. I will track mistakes that

they make and deduct their errors from their total words read. I will then ask the

students to tell me what the story is about. I will have a grading scale for the amount of

details that the students are able to give to me. I will ask the students questions last, to

see if they can remember their story. I will collect qualitative data with a student survey

about the students happiness with reading before I give them the dogs, I will give them

the same survey about reading after they have read with their dog.

Population and Sample Size

The population of this research study will be second grade students that attend

Bubbling Wells Elementary School, where I teach second grade. There are 22 second

grade students in my classroom. To make the selection of students using a simple

random method. I will pull the students names out of a hat. I will select 11 students to

compare scores with that are not using stuffed dogs to read with. I will select 11

students to teach using a stuffed dog. I will have the students read aloud with or without

dogs over a span of a couple of weeks

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References

Hall, S., Gee, N., & Mills, D. (2016). Children Reading to Dogs: A Systematic Review

of the Literature., 11(2).

Szecsi, T., Toledo, M., Barbero, M., Del Campo, A. & Toledo, M. (2010). Teaching

Respect, responsibility, and kindness through dog safety lessons. Childhood

Education, 87(2), 125.