Animal-assisted interventions (AAI) have been found to benefit human emotional state and cognitive performance. Recent applications of AAI have extended to classrooms with a range of intentions including to improve literacy. This Canadian study sought to examine differences in reading performance and behaviour in early readers identified as requiring extra supports following exposure to a canine-assisted and adult-assisted reading support. Twenty-four 7- to 8-year-olds experienced both supports in random order. At the start of the study and after completion of either support learners' oral reading, reading comprehension, social functioning, and reading affect were assessed. Parents, teachers, and children were also asked a range of closed- and open-ended questions. Findings showed evidence of improvement in reading performance, particularly after reading to a dog. There was also evidence of improved social competence overall and decreased problematic behaviour, although this was dependent on order of exposure. Teacher and parent reports showed they believed both supports to improve learner skills and affect for reading, and that teachers made more distinctions here. Implications for the practical application and relevance of methodological detail for future work are discussed.