Reading to Dogs (RTD) in schools, a form of animal-assisted education (AAE), is growing in popularity and prevalence. RTD involves children reading to a registered dog with benefits to well-being and reading outcomes thought to arise because of the unconditional positive regard and non-critical listening bestowed on the child by the dog. Yet RTD research is underdeveloped, and the practice lacks a substantial evidence base, casting dubiety over RTD's suitability for adoption in schools. This paper examines the research to date, exploring methodological factors and the potential efficacy of RTD for improving children's reading outcomes. Building on Hall et al.'s (2016) systematic review of RTD, related reviews, in addition to individual studies of relevance, are explored, followed by a brief discussion of further pertinent issues in RTD research. Cautious optimism about RTD as an impactful intervention to support reading outcomes is suggested, providing impetus for further research of increased quality.