In support, Ledger and Merga (2018) argue that when children have a better vocabulary grasp and easily understand the spoken language, they spend less time reading. According to Brodin and Renblad (2019), extreme social class differences contribute to the children’s exposure to oral language development and vocabulary knowledge. In contrast, Lacina et al. (2016) point out that children from professional families have a better chance of learning new words better than children from working-class and welfare families. The majority of individuals from exposed families tend to speak more using different words while engaging the children as they ask relevant questions while encouraging them to listen attentively to help build their level of language articulate. On the other hand, the publication of Wright (2019), contributes to the benefit of read-aloud sessions through word-sound awareness in children that predict comprehension success in learning children. The above understanding essentially makes it an important tool for improving language skills. Reading aloud to young children is a useful event that helps with stimulating language development and knowledge development while promoting motivation, memory skills, and ability to ask useful questions