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Impact Story of the Month: LINC Participates in the Largest Annual Literacy Event in the World

Updated: Nov 8, 2021

Each fall, the same book is read by over two million participants around the world on the biggest literacy holiday of the year, Read for the Record. This year, on October 28th, LINC families joined the 16th annual celebration online, honoring diverse cultures across the globe by reading “Amy and the Patchwork Dragon” by Kat Zhang.

Read for the Record is an early literacy campaign started by our friends (and partners) at Jumpstart* that highlights the importance of early literacy and provides access to high-quality children’s books for all children, a goal that is near and dear to our hearts at LINC.

For the second year in a row, this historical reading event was held remotely due to COVID19 but that did not stop the enthusiasm. Close to 200 families joined LINC and Jumpstart for a bilingual read aloud, literacy games and a craft in which they created their own dragons during the virtual program.

Thank you to our hosts Jasmin Norford of Jumpstart, Delilah Santamaria and Evelyn Cabreja of LINC, and Leah Zilbergeld of the Harlem New York Public Library for making this the biggest Read for the Record celebration to date.

“You are all making history,” Evelyn told the collective of children and families, “[by] all coming together from around the country to read!”

The literacy festivities continue as millions of families, schools, and libraries report their experiences reading "Amy Wu and the Patchwork Dragon" on Jumpstart’s website. It is our hope that the act of millions coming together to share reading one book will encourage families to read at least one children’s book a night to promote the joy of reading.

For LINC’s latest virtual programs, please register at

* In addition to being avid fans of reading and fierce advocates for early literacy, Jumpstart is a partner of LINC and a member of the Reads Initiative, a collective chaired by LINC which aims to enhance literacy culture and increase the number of children who enter school prepared to learn and to sustain academic achievement.


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