Contemporary reading research suggests that reading aloud events hold particular potential to facilitate pre-literacy skills in preschoolers. However, reading is an activity which is both complex and multifaceted, and in need of further scrutiny. Inspired by the 4E perspectives, here we unfold how reading aloud is particularly well-suited to introduce preschoolers to the material world of books, to how language works syntactically and semantically, and to the social practices of readers and the imaginary worlds of narratives. We argue for five central dimensions of particular importance to learning and present a model for an ideal reading-aloud event. The model aims to clarify the dimensions of didactic usage and guide teachers in creating reading-aloud events that improve children’s pre-literacy skills.