The interactive conversation is a vital part of reading aloud to children that both parents and literacy instructors practice during the sessions. Children’s interaction determines their level of understanding of the subject of discussion. Johnston (2016) explicates that children ask and interpret different text during reading-aloud sessions to maintain good communication with the parents or teachers. The parents, teachers, and literacy instructors always develop relevant text or reading materials that are appropriate for children. The reading aloud sessions are always enjoyable and educational for the children, which essentially makes the children develop a positive attitude and interest during the reading aloud sessions. The read-aloud sessions are purposely developed for the children to witness first-hand text spelling, tone, meaning, and emotion as instructed by parents or teachers (Townson et al. 2017). The children can react to the spelling or tone of the texts by asking questions or repeating the reading process to help them develop literacy knowledge appropriately. Reading aloud to children is an event where all the relevant information is provided by the parents, teachers, or the literacy instructors for them to guide the children efficiently during the session similar to Auslander’s theory. The Auslander live and mediated performance theory holds a similar concept that reaction during a live performance is vital for the performance to be enjoyable.