Horse Interaction as Motivation for Development of Literacy Skills in Emergent Readers

Authors

DOI:

https://doi.org/10.31261/ZOOPHILOLOGICA.2023.S.02

Keywords:

horses, reading, literacy, animal- assisted, equine-assisted, miniature horses

Abstract

Two hundred kindergarten and first grade students participated in a program to develop early literacy skills through horse interaction. The program uses a series of three-horse interaction experiences to increase motivation to read. During the introduction to the horse, students are provided with a copy of the book they will read over the next six weeks. The students participate in horse-focused activities over the next six weeks during regular classroom instruction along with practice time reading the book. At the end of the program, students attend a field trip to a farm where they are invited to read aloud and engage in further interaction with horses as a reward for their work. Early literacy skills and literacy success indicators were measured through a pre-/post-test as well as qualitative data collected from teachers and parents. Results show statistically significant increases in literacy indicators. Students also demonstrated an increase in horse knowledge.

Author Biography

H Blair McKissock, Temple University in Philadelphia

Blair McKissock, PhD, serves as the Outreach Specialist for the Military Family Research Institute at Purdue University and the Director of Education and Research at Strides to Success. After college, she became a therapeutic riding instructor beginning her 25 year career as a Recreation Therapist incorporating horses. She earned her Masters in Education, leading to a PhD in applied ecopsychology, focusing her research on the mental health impact of equine interaction for Veterans and trauma survivors. She is a certified Therapeutic Riding Instructor, Equine Specialist, Certified Trauma Specialist and Master HorseWork Facilitator. She is the Co-Chair of the equine-assisted learning certification task force for PATH Intl developing the new Equine Assisted Learning Certification. She serves as the Equine-
Assisted learning community chair and sits on the equine consortium for the Veterans Administration. She is a passionate advocate for all equine-assisted services as an international speaker and author of research and evidence-based resources.

 

References

Bibliography

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Dewey, John. Experience and Education. New York: Simon and Schuster Inc., 1938.

Halliday, Michael A. K. “The Place of Dialogue in Children’s Construction of Meaning.” In Theoretical Processes and Models of Reading, 4th ed., edited by Robert B. Ruddel, M. R. Ruddell, and Harry Singer. Newark: International Reading Association, 1994.

Kline, Cathy J. Model Reading Intervention Program, Grade 4: 2001–2002. Austin: Austin Independent School District, 2002.

Patton, Michael Q. Qualitative Evaluation and Research Methods, 2nd ed. Newbury Park: Sage Publications, 1990.

Pressley, Michael, Richard Allington, Lesley Morrow, Kim Bake, Eileen Nelson, Ruth Wharton-MacDonald, Cathy Collins Block, Diane Tracey, Gregory Brooks, John Cronin, and Deborah Woo. The Nature of Effective First-Grade Literacy Instruction (CELA-R-11007). Washington: Office of Educational Research and Improvement, 1998.

Summers, Kate. “Adult Reading Habits and Preferences in Relation to Gender Differences.” Reference & User Services Quarterly 52, no. 3 (2013): 243–249.

Snow, Catherine E., M. Susan Burns, and Peg Griffin, eds. Preventing Reading Difficulties in Young Children. Washington: National Academy Press, 1998.

Wilson, Edward O. Biophilia: The Human Bond with Other Species. Cambridge: Harvard University Press, 1984.

Internet Sources

Black Stallion Literacy Project (2017). Accessed May 16, 2019, https://theblackstallion.com/web/tag/black-stallion-literacy-project/.

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Published

2023-06-27

How to Cite

McKissock, H. B. (2023). Horse Interaction as Motivation for Development of Literacy Skills in Emergent Readers. Zoophilologica. Polish Journal of Animal Studies, 1–20. https://doi.org/10.31261/ZOOPHILOLOGICA.2023.S.02

Issue

2023: Zoophilologica: Veterinary Social Work. Special issue

Section

ARTICLES

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