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Canine creates reading magic

One of Salmon Arm West School’s best assets for reading is illiterate himself.
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Abigail May reads to Moby

One of Salmon Arm West School’s best assets for reading is illiterate himself.

Moby is a large, fluffy friend of the four-legged variety. He’s a Labradoodle to be exact, a cross between a standard poodle and a Labrador retriever, whose calm personality and easy-going nature make him the ideal candidate for sparking enthusiasm in young readers.

“I call it Moby Magic,” says handler Joyce Polley. “The kids really respond to him. He really breaks the ice.”

Moby and Polley are the first team involved in the Pawsitive Reading Program within School District #83. It is a unique partnership between the school, the Literacy Alliance of the Shuswap and the St. John’s Ambulance Therapy Dog program. Moby began his work as a therapy dog by visiting seniors at local care homes, a program which has been operating through St. John’s Ambulance for many years in the Shuswap.

For the program, dogs must pass a test of their temperament and obedience, which replicates situations they may encounter while visiting. After two years of this work, Moby was assessed at a higher level in order to be certified to work with children.

Moby still does therapy work with seniors, but once a week, he and Joyce head to Salmon Arm West for an hour of reading. Their goal is for every child in the school to have 15 minutes of reading with Moby.

The program is based on research that shows reading to a dog can have a number of beneficial effects. Children can be more enthusiastic about reading, especially because dogs are completely accepting and do not make judgments if children are struggling with the words. They offer unconditional support. And it doesn’t hurt that the dogs are soft and like to be petted, which can help calm any anxiety.

“It’s as much about the relationship, as it is about academics,” says principal Jody Garries. “All the kids are excited about Moby and they all want their turn to read to him. They spend time thinking about what book they want to read with Moby, they are excited and engaged.”

Indeed, as Polley introduces Moby, she gives a few words on animal handling and gets the kids to reward a few of Moby’s simple tricks. Then they proceed to settle down with a book. Polley uses Moby as a way to correct errors, without it being negative.

“Oh, could you try that one again,” she tells one boy who has stumbled over a sentence, “Moby didn’t catch that.”

In addition, Polley says the one-on-one sessions with her and Moby is time devoted exclusively to the children, where they can share and feel valued.

“They get all mine and Moby’s attention for that 15 minutes, and I think that’s really important.

“These days everyone’s so busy at school, at work, it can be hard to just spend even 15 minutes just devoted to them. Because it is something unique, reading to Moby, the kids really remember the experience. They go home and tell their parents about it, they write Moby letters and draw him pictures… it’s so much more than just reading a book.”

Indeed Moby gets fan mail from students, who leave notes in a special backpack.

“Dear Moby,” reads one letter. “It was nice reading to you… I wish I had a dog like you. P.S. I love you.”

It wasn’t Grade 5 student Kyle Broder’s turn, but he wanted a chance to give Moby a quick petting behind the ears.

“It was the most fun reading to him. My dog never stays still long enough to read to him. I tried reading to my fish after, but it wasn’t as much fun.”

Classmate Owen Webster agreed.

“It was fun to read to a dog and you know what? He winked at me. Really, he did, right while I was reading.”

Joyce turns and says with a smile, “It’s Moby magic.”