Scholars Zivan Michal and Tzipi Horowitz-Kraus also pointed out in their 2020 research, “Parent-Child Joint Reading is Related to an Increased Fixation Time on Print during Storytelling among Preschool Children” that tracking print has a primary function which is to improve on metalinguistic attention during reading aloud and finally enhancing the interest of a print. The last read-aloud method is print referencing which entails verbal and non-verbal cues that include pointing to print in pictures or tracking print, adults capture the attention of children by mentioning the vital aspect of the text. Effective application of print referencing as a read-aloud method can improve the children’s literacy development of print and word concepts and also the alphabet knowledge (Fullerton et al. 2018). The only limitation to using print referencing is the excessive use during reading can cause the child to lose interest as they fail to enjoy the reading session.
The above read aloud methods may work differently depending on young learner’s preferences, the surrounding environment, and the type of tools available. Research should be carried out to determine the right read-aloud method that works effectively and the children’s grades that fit each. The use of all the above read aloud methods at the same time may be effective but this requires good research that covers all school-going children and preschool leaners.