About me – the researcher
I’m Melissa Kate Smith, a Doctor of Education student with Central Queensland University. My work focuses on student wellbeing, reading, and inclusive practices, with a particular interest in how alternative approaches can help children reconnect with reading.
My thesis revisions were submitted in April 2026 – which means I’m very close to final conferral and being “Dr Mel” now!
Furry friends and fluent readers
About my research
My doctoral research explores reading-to-dog programs, where children read aloud to a trained dog alongside a volunteer. These programs are widely used across Australian schools and libraries, but until now, there has been limited research into how they actually work in practice.
This study brings together perspectives from volunteers, teachers, school leaders, librarians, and children across Queensland, Victoria, and the ACT to better understand what makes these programs effective.
Research Summary
This qualitative study draws on 22 interviews and children’s “draw and write” reflections to explore the impact of reading-to-dog programs.
Across the research, a clear pattern emerged. Children became more confident, more relaxed, and more willing to engage with reading over time. The presence of the dog played a central role, helping children feel calm, safe, and free from judgement.
Volunteers were key to creating these supportive spaces, though many highlighted the need for clearer guidance, training, and communication with schools. Educators recognised strong wellbeing and engagement benefits, but often found these difficult to capture using traditional literacy measures.
Overall, the findings suggest these programs work best when they are intentionally supported, connected to broader school strategies, and focused on the child’s experience, not just reading outcomes.
Melissa Smith 