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Various scholars have put forward arguments in support of reading aloud and its benefit to children, especially in early childhood education. Previous research suggests that reading aloud is one of the most approved methods of improving the literacy skills of children through involvement in immediate and non-immediate talks. For instance, Suryati and Saukah (2018) argue that there are two methods of reading aloud; a live performance session or a recorded performance through which the audience (children) can follow through. There are differing opinions on the concept of reading aloud from both perspectives, with other authors including Westby (2016) and Fullerton et al. (2018) noting the position of technology and media in the current world. Johnston (2016) for example offers an exclusive insight into the role of a live session of reading aloud noting the ability of children to learn new words and thus fostering the relationship between the parent or instructor and the child.