EDULEARN 26

Introduction

Reading anxiety can negatively affect students' confidence, motivation, and literacy achievement, particularly among children with learning differences or previous negative reading experiences. Equine-assisted literacy programs provide a supportive, nonjudgmental environment where students may feel more comfortable reading aloud. This study explored how reading to horses, combined with explicit anxiety-management strategies, could help students develop reading confidence and transfer that confidence to more traditional reading settings.

Objective

The objective of this study was to examine how an equine-assisted literacy intervention influenced elementary students' reading anxiety and confidence when reading aloud. 

The study also investigated whether mindfulness strategies and a bridge stimulus could support the transfer of reading confidence from reading with horses to reading with peers, adults, and in classroom settings.

Methodology

This exploratory mixed-methods pilot study combined student and parent surveys with observational data collected during a three-session intervention. Students participated in lessons focused on understanding reading anxiety, practicing mindfulness techniques, reading aloud to horses, and using a bridge stimulus to transfer confidence across reading environments. Survey responses were analyzed descriptively, while observation notes and parent feedback were reviewed to identify common themes.

Participants

Participants included four elementary students, ages 8–10, enrolled in the Rearing2Read equine-assisted literacy program due to reading difficulties or low reading confidence. The group included students with dyslexia, speech and language challenges, English language learners, and students without a formal diagnosis. Parents also participated by completing pre- and post-program surveys.

Results

Increased Confidence
The students demonstrated greater confidence when reading aloud after participating in the equine-assisted literacy program. They became more willing to read to peers and adults and showed improved fluency, expression, and comfort during reading activities.

Increased Use of Coping Strategies
The participants developed and used mindfulness strategies to manage feelings of reading anxiety. Students practiced techniques such as breathing, visualization, and grounding strategies to help them remain calm and focused while reading aloud.

Reduced Reading Anxiety
Students showed a decrease in anxiety related to reading aloud and became more comfortable taking risks during reading activities. Parent surveys and observations supported these changes, with families reporting increased confidence and more positive reading behaviors at home.