The impact of the We Love Reading pilot program on the psychosocial health of participating children in Zaatari refugee camp (2014) Sarah Yazji, Yale University Catherine Panter-Brick, Yale University
Reading about people’s feelings increases empathic concern and generosity in children (2014) Jean Decety, University of Chicago Jason M. Cowell, University of Chicago Rana Dajani, Hashemite University
Reading social stories in the community: A promising intervention for promoting children’s environmental knowledge and behavior in Jordan. Published in The Journal of Environmental Education 48, no. 5 (June 1, 2017), p. 334–46 Randa Ali Mahasneh, Qatar University Michael H. Romanowski, Qatar University Rana Dajani, Hashemite University
We Love Reading – A women’s literacy program in the Arab world. Published in Ohio ASCD Journal, (Winter/Spring 2017), p.15-24 Rana Dajani, Hashemite University Abdullah Awad, Cambridge University
“Dad, read us a story!” An ecological systems approach to understanding fathers’ perceptions on shared storybook reading in Jordan Author: Madina Olomi Supervisor: Moira Nelson
Improvement in children’s executive function and emotional regulation through the We Love Reading Programm (2018) Rana Dajani, Alya Al-Sager and Dima Amso
Evaluation of the effectiveness of implementing the We Love Reading Program on children’s reading attitude and practices (2018) Randa Mahasneh, Hashemite University Rana Dajani, Hashemite University
Impact Assessment
We Love Reading
February 2017
This publication was produced at the request of the United States Agency for International Development Civic Initiatives Support Program.
“Knowledge Management in the Development of We Love Reading”
a thesis based on qualitative research of what specific factors has led to the successful development of WLR. In my thesis, I take into consideration the pragmatic leader of WLR, Rana Dajani, and how her leadership and management style has contributed to WLR achieving their organizational objectives. I discovered that Rana Dajani has been very successful at inspiring employees and stakeholders to pursue a shared mission of making children love reading.
FOSTERING LITERATE ENVIRONMENTS: INCREASING THE REACH OF THE “WE LOVE READING” PROGRAM (2019)
Julie Boatright Wilson, Mariana Reina, Harvard Kennedy School
Using a combination of qualitative approaches, this research looks at the impact of the We Love Reading model and whether it can be replicated, and identifies viable paths to increase the reach of the program. The final recommendation is to execute two different strategies that complement each other. The first focuses on taking advantage of existing efforts to include more ICT in training and follow-up to create more targeted strategies of engagement for international actors interested in the program to lower financial barriers. The second emphasizes the importance of focusing on a particular region and identifying international actors with existing infrastructure and partners locally and collaborate to create a shared value.
