Evaluating the Influence of Animal-Assisted Intervention on Task Persistence During Literacy Activities in Early Readers

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Collection number: aq-2026-27

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Keenan, Stephanie Marie. "Evaluating the Influence of Animal-Assisted Intervention on Task Persistence During Literacy Activities in Early Readers," Ph.D. Diss., Valdosta State University, 2026. Retrieved from https://hdl.handle.net/10428/7741 This study investigated how animal-assisted intervention (AAI) affects persistent behaviors in children when reading familiar and unfamiliar texts. While traditional literacy interventions emphasize fluency, accuracy, and comprehension, limited research has explored behavioral persistence, particularly in the presence of a therapy dog. This study addressed this gap by examining how a therapy dog influences children’s task persistence and motivation when reading familiar and unfamiliar texts. A within-subjects, mixed-methods design was conducted with eight children ages 6 to 12. Participants completed structured reading sessions with a certified therapy dog, reading one familiar and two unfamiliar books. Quantitative data included preand post-reading surveys addressing motivation towards reading and rubric-based persistence scores, while qualitative data were collected through behavioral observations. Results indicated a statistically significant increase in reading motivation following the intervention, t(7) = -2.5, p = 0.04. All participants demonstrated equal or increased motivation post-session, with notable gains in comfort reading aloud. Behavioral findings showed consistent persistence, as all participants engaged with unfamiliar texts and elected to continue reading when offered more unfamiliar material. Qualitative data supported these findings, with most participants describing reading positively after the session. These findings suggest that the presence of a therapy dog may positively impact motivational and behavioral components of reading persistence. This study contributes to literacy and speech-language pathology by highlighting persistence as a critical yet underexplored factor in reading development and supports AAI as a promising, low-risk strategy to improve engagement, confidence, and perseverance in young readers.