The purpose of the study is to investigate the effect of reading aloud on EFL learners’ writing skills. To attain such a goal, a wide variety of researches are analyzed and discussed as pedagogical implications for EFL learners. Reading aloud is the foundation for literacy development. It indicates the relationship between the printed word and meaning, and relates the listener with the writer as well. During reading aloud, learners make connections to contents to relate the unfamiliar text to their relevant background knowledge. On the other hand, reading aloud plays critical role in writing. Reading is the act of decoding print and writing is that of encoding print. So, reading and writing go hand-in-hand in understanding and expressing print. In this regard, teachers can apply reading aloud strategies to their classrooms for learners to relate between reading and writing. The findings of the study emphasize the application of read-aloud strategy to the writing instruction in EFL setting. In other words, the interactive writing through reading aloud strategy stresses the application of integrated skills in writing. This study implies that literacy and oracy are critically interrelated in writing instruction. In addition, it shows that reading aloud strategies in EFL writing instruction are critical methods for the language learners.