What Educators Say   

June 1, 2009 

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! 

Carol Jett, Reading Specialist 

Los Robles Elementary,  Porterville, California 

--- 

June 1, 2009 

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! 

Margie Stafford, teacher 

Parley's Park Elementary, Park City, Utah 

--- 

2001 (no date) 

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." 

Lance Alan Girton, Reading Specialist 

Bennion Elementary School, Salt Lake City, Utah 

--- 

June 3, 2003 

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. 

Susan Tabke, Teacher 

McPolin Elementary School, Park City, UT 

--- 

June 3, 2003 

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. 

Debbie Mollus, classroom aide in Susan Tabke's class 

McPolin Elementary, Park City, Utah 

--- 

April 26, 2002 

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. 

Katie Tretiak, teacher 

Kansas City , MO  

--- 

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! 

Vicki Wildman, 1st Grade Teacher 

Brookridge Elementary, Shawnee Mission, KS 

--- 

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! 

Shawn Silva, E.S.L. Teacher 

Jefferson Elementary, Jerome, Idaho 

--- 

June 10, 2005 

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! 

Lisa Falasconi, Cycle 1 Year 1 Teacher 

Lord Aylmer School, Gatineau, Quebec, CANADA