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Strange, but True: “Stuffed Animals Increase Reading Levels”

I knew there had to be a short-cut to improving reading success. Why didn’t I learn this in my MA Reading Specialist program? Response to Intervention educators need to take note of this cutting-edge research. In today’s tough economic climate, the cost of one stuffed animal for improved reading gains is certainly a cost-effective approach. Yes, I am being factitious.

From the Purdue University Calumet Chronicle, February 1, 2010 by Andrea Drac. Here is the article:

Over the years, stuffed animals have become iconic childhood toys. They are used as guests for picnics and tea parties and the occasional session of dress-up and, now, as “reading buddies.”

PUC is participating in the “I Need a Hug” program, a program designed to help tackle literacy in schools using stuffed animals as an aid. The event, which involves a stuffed animal drive, will take place during the week of Feb. 8 -11 in the SUL building and all stuffed animals are being donated first to the United Way and will make their way to 85 local elementary schools in the area. These schools are using the animals to better enhance children’s reading skills.

Before this program improved reading levels, it started for a different reason.

“The program is called, ‘I Need a Hug,’ because it first started as a way for school counselors to help students who were in crisis in elementary schools around NW Indiana,” said Assistant Chancellor for Student Development & Outreach Richard Riddering.

“The counselors gave the students a stuffed animal and told them to give it a hug whenever they felt as if they ‘needed a hug.’ The students needed this because they felt very stressed as a result of situations that were happening in their personal lives.”

Later on, the program went from helping out stressed children to helping them with their reading levels.

“School administrators brought the stuffed animal concept into the classroom as a way to increase the time students were spending reading,” said Riddering.

According to Riddering, students were given a stuffed animal as a “reading buddy” and were encouraged to read to their buddy. Because of this method, reading scores increased greatly.

“One school in particular saw their sixth grade reading levels go from just 47 percent to 93 percent,” Riddering said. “That’s huge success!”

Such successes make the need for this stuffed animal drive strong and Riddering states it is important for PUC students to rally around this cause.

“I’ve thrown out a number of 1,000 new stuffed animals as a goal for our students,” he said. “I’m hoping we can hit that goal, and maybe even surpass it. I’m very optimistic that PUC students will rise to the occasion.”

Riddering is very passionate about the program, not just for the cause itself but the emotional meaning behind it as well.

“I think the ‘I Need a Hug’ program is a wonderful way for PUC students, faculty and staff to make a huge dent in our area’s below par reading levels and, at the same time, make a huge difference in the lives of students who are struggling emotionally,” he said. “If our students look at it that way, they can actually see a face of a child who feels better about themselves with every stuffed animal’s face. So, I’m really excited to see our students come together to support this effort.”

Intervention Program Science of Reading

The Science of Reading Intervention Program

Pennington Publishing provides two reading intervention program options for ages eight–adult. The Teaching Reading Strategies (Intervention Program) is a full-year, 55 minutes per day program which includes both word recognition and language comprehension instructional resources (Google slides and print). The word recognition components feature the easy-to-teach, interactive 5 Daily Google Slide Activities: 1. Phonemic Awareness and Morphology 2. Blending, Segmenting, and Spelling 3. Sounds and Spelling Independent Practice 4. Heart Words Independent Practice 5. The Sam and Friends Phonics Books–decodables 1ith comprehension and word fluency practice for older readers. The program also includes sound boxes and personal sound walls for weekly review.  The language comprehension components feature comprehensive vocabulary, reading fluency, reading comprehension, spelling, writing and syntax, syllabication, reading strategies, and game card lessons, worksheets, and activities. Word Recognition × Language Comprehension = Skillful Reading: The Simple View of Reading and the National Reading Panel Big 5.

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