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Literary scholar Tanya Wright in her 2019 article titled, ‘Reading to learn from the start: The lower of Interactive Read-Alouds’ defines reading aloud as a process through which a teacher, parent, instructor reads words aloud to children from either books, a radio or television through recordings. The foundation of reading aloud is that targeting a specific audience by reading texts aloud to help boost their language skills or understand a certain concept. Further, the process of reading aloud is an engagement activity through which children form an audience listening to an older person read aloud various texts as reported by Rosalie Franzese in her report titled ‘Reading and Writing in Kindergarten: A practical Guide (2002)’.
Johnston Vickie in his 2016 publication titled, ‘Successful Read-Aloud in Today’s Classroom (2016)’ shows that children are usually fast in mastering various concepts, learning new vocabularies especially during reading aloud sessions, thus improving the relationship that exists between a teacher, instructor and their audience. There is need to note that a reading aloud session involves constant changes in tones, commentary, pace of speech, eye contact and questions among other dynamics of presentation. The essence of applying these dynamics is to establish a connection between the written texts and the oral language as described by authors Susan Ledger and Margaret K. Merga’s in their 2018 publication “Reading Aloud: Children’s attitude towards being read at home and School’. Duggins Shaunté and Acosta Melanie through their 2019 exploratory study on ‘Reading aloud in an era of the Common Core and the perceptions of Primary Teachers serving African-American children in Low-income communities’ reported similar findings to those of Johnston (2016) arguing that a reading aloud session is only important and beneficial to the child if properly implemented in a conducive environment and using the right approaches. Baker et al. (2013) also supported these arguments noting that a reading aloud session using voices and gestures that are lively are known to improve the level of understanding in children. Similarly, Franzese (2002) agrees with the propositions of Ledger and Merga (2018) explaining that during reading aloud sessions, parents are usually involved in immediate and non-immediate talks which are vital aspects of a child’s development.