The findings of Quach et al. (2018) in, ‘Do Fathers’ Home Reading Practices at Age 2 Predict Child Language and Literacy at Age 4? suggests that shared experience is another aspect of reading aloud that involves parents and any individual well equipped to teach literacy skills to the child in an attentive engagement. A good relationship developed between child and parent during the early childhood period influences children’s determination and level of interaction during literacy learning sessions. Similarly, Slay Laura and Morton Tami in their 2020 publication titled, ‘Engaging Pre-Service Teachers in Read Alouds’ note that mothers who have children who trust them and feel securely attached when around them always ensure a better and rich interaction method when reading aloud to their children compared to children who are insecurely attached to their mother. Children learn about narratives and learn about their stories when they share reading with an adult person as it improves their self-esteem. Ledger and Merga (2018) suffice these findings adding that shared reading aloud with children also assist in gaining knowledge on peer relationships, strategies of dealing with different situations, and general information about global through exposure to different information. Therefore, reading aloud enhances the joint attention between the parent and children that are useful for strengthening receptive language learning skills by telling the children touch, point, or show during reading aloud sessions. Children are also asked questions about a text to build their expressive language skills.