Various theoretical frameworks have been put forward by scholars in an attempt to explain mediation in various disciplines. The review of scholarship within this context shows that the Philip Auslander’s theory of live and mediated performance, the theory of communication constructivism and the mediatization theories can be used to explain the concept of reading aloud. The discussion related to the propositions of this theory provides a better understanding of the benefits that can be derived from performance-based activities. The theories of mediation discussed herein are subject to criticism from a variety of perspectives and this requires linking with other theoretical constructs to generate a logical discussion. Further, the three schools of thought offer an in-depth understanding of reading aloud from a live, and mediatized perspective.
Researcher Adolf Marian in her book titled, ‘The identity of mediatization: Theorizing a dynamic field’ (2017) argues that the mediatization theory pioneered by Marshall McLuhan provides a basic framework through which the media shapes the processes through which communication occurs. In agreement, Hjarvard (2017) noted that the development of various media platforms defines this school of thought commencing with the distinct changes in the communication media and other prevailing factors including the connection between the two communicating parties. The mediatization theory, therefore, relies on the concept that the whole society is shaped and guided by the development of mass media. Consequently, the development and growth of children’s literacy skills are defined by the adoption of mass media platforms by linking the communication process.