The literature review identified various approaches that can be used to implement the skills of reading aloud to children. In ‘Dialogic Reading in Early Childhood Settings: A Summary of the Evidence Base’, Towson et al (2017) identify as the first method dialogic reading, which provides a basic formula for ensuring the parent or teacher and child read-aloud practical while gaining from the sessions. Further, literary scholars Suryati Nunung and Ali Saukah (2018) in their publication, ‘The effects of Dialogic Reading Strategy on EFL Young Learners’ Reading and Comprehension Skills’ reveal that dialogic reading focuses on three principles, the first is to encourage the child to be active during the read-aloud time; the second principle is to give responses that define the more complex language, and the last principle is to challenge the knowledge and skills of the child by making the conversation complicated above the child ability (Suryati and Saukah, 2018). The authors propose that these three principles, when effectively applied in reading aloud sessions, give children ample opportunities to improve their language skills, which, according to their research, confirms the essential role of using the dialogic method.