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Reading aloud to children through the live and mediatized platforms can be done at any place as long as the environment is conducive and the time is appropriate. Frey (2017) notes that the parents or teachers form part of reading aloud sessions to children as they instruct them on how to read and use the reading gadgets such as the tablet, televisions, and radios. The parents can decide the right time for the children to read aloud and also they can access the gadgets at any given place conveniently. In support, Baker (2013) explains that during the read-aloud sessions through television and radio, while being assisted by parents, the experience is similar to the school program where the teachers read aloud while guiding the young learners. The quality of literacy information that presenters pass to the children is similar to what teachers pass to them while performing reading aloud one on one. Similarly, Patel et al. (2020) argue that during read aloud, the children and literacy instructors both act as if they are in the same location and they both attentively expect the action and reaction of each other to be logical and beneficial for the learning process. The delivery of information during reading aloud is always reliable because the literacy instructors are supervised by other relevant professionals and before the presentation time.