During read-aloud sessions, the energy that exists varies according to the text being read to the children loudly. Suryati and Saukah (2018) add that the text tone, meaning, and emotion can trigger different energy. The children can react differently during reading aloud sessions which define their experience and expectation that is useful for the learning process (Westby, 2016). The read-aloud sessions can be divided into sections to expose the young to a wide range of text and learning materials for their literacy growth. Auslander’s live performance theory holds the same concepts as the reading aloud sessions for young children which is the experience status during the event. Read aloud programmes broadcasted through media are specifically designed to fit the varied taste and preference of the children. Parents and teachers that guide the children during such real aloud time always consider the existing social, cultural, and literacy capability on deciding the right information to share with the children. The children’s grades are also different hence their learning materials are distinct.