Emotional Responses to Reading in the First Grade - The “L.E.R. Cãofiante” Project

Abstract The “L.E.R. Cãofiante”* project was implemented with first-grade pupils who took part in reading sessions animated by a librarian in partnership with her dogs. The goal was to evaluate the effect of this intervention on children’s emotions regarding reading (enjoyment, anxiety, boredom). The participants were 80 children (47 in the Intervention Group (IG); 33 in the Comparison Group (CG)). Parents and teachers answered a questionnaire about children’s involvement, and the children answered one about reading emotions. For data processing, repeated measures ANOVA was used along with content analysis of the answers to the questionnaires. The results showed different emotional profiles of children in the IG and the CG, mostly regarding enjoyment, which increased in the IG. Data from parents and teachers corroborated this conclusion, emphasising positive experiences which allowed an understanding of the role of dogs in children’s enjoyment and interest in reading.

摘要 本研究围绕“L.E.R. Cãofiante”*项目展开，该项目面向一年级小学生，由图书管理员携其工作犬共同主持阅读互动活动，旨在评估该干预举措对儿童阅读相关情绪（愉悦感、焦虑感、无聊感）的影响。本研究共纳入80名儿童，其中干预组（Intervention Group，IG）47名，对照组（Comparison Group，CG）33名。家长与教师填写了用于评估儿童阅读参与度的问卷，儿童则完成了一份关于自身阅读情绪的问卷。数据分析环节采用重复测量方差分析（repeated measures ANOVA）与问卷作答内容分析法。结果显示，干预组与对照组儿童的情绪特征存在显著差异，尤以阅读愉悦感为甚：干预组儿童的阅读愉悦感显著提升。家长与教师的调研数据同样佐证了该结论，研究指出，本次积极的阅读体验有助于明晰工作犬在提升儿童阅读愉悦感与阅读兴趣中所发挥的积极作用。