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Gambrell and Almasi (1996) perceive this concept positively adding that young children have a better chance of listening to higher language levels than reading, making reading aloud more appropriate for the young, especially when the words involved are complex. Wilden and Porsch (2017) agree with the propositions of Mullini (2018) suggesting that reading aloud also benefits parents because they can spend quality learning time with their children promoting the healthy academic relationship between them. In essence, reading aloud is good for young learner’s literacy growth if applied effectively by skilled instructors, teachers, and parents with literacy knowledge. Read aloud can also be applied when handling different subjects which make it fit the young children’s preference. Contrarily, parents assist learners in developing relevant learning skills when still young especially if the parents cannot afford the library fee and expensive books. They can use television and radio as a vital read aloud medium with rich knowledge and information that assist in developing literacy skills and knowledge acquisition among children.