Using read-aloud as a reading tool in the classroom allows students to connect with books and other texts before they can read for themselves. Reading aloud opens opportunities for interaction in the form of new words, expressions and contexts being exchanged between teacher and students. Furthermore, this can be done by giving students an understanding of what is being read as well as an increased vocabulary. The purpose of this literature study is to find out what research says about how teachers' planned reading affects students' language development, and more specifically to answer the questions: How can Bloom's revised taxonomy contribute to teachers' work with structured reading? In which way can read-aloud affect students' vocabulary and reading comprehension? In order to answer the questions and achieve the purpose of the study, we have systematically developed, analysed and compiled scientific studies on specifically read-aloud, and Bloom's taxonomy. We did our research on ERIC EBSCO in order to find articles which could lead us to some results. Our results show that teachers planning, structure and picking out keywords helps students develop vocabulary & reading comprehension. The book selection is an important factor when it comes to students gaining a comprehension. Interactive read-aloud plays a significant role in developing students' word skills. Further research can take the form of investigating how the application of Bloom's taxonomy in planning for read-aloud can take place in Swedish schools.