Abstract: As a fundamental framework in Chinese language teaching, “reading aloud” possesses the characteristics of re-creative, acoustic, social, and normative nature. In classroom teaching, effective reading aloud not only facilitates the reproduction and creative interpretation of textual meaning, promotes the internalization and externalization of students’ emotions, and deepens the inheritance and promotion of cultural values, but also facilitates the standardized popularization and promotion of the national common language and characters. In response to the current marginalization of reading aloud in frontline teaching practice, this study explores the instructional value of reading aloud in Xiao Peidong’s classroom case study of Laoshanjie through specific examples and observation scales. The aim is to identify strategies for enhancing reading aloud in Chinese language classrooms and help restore reading aloud as a central element in frontline teaching. Analysis based on the observation scales reveals that reading aloud in Mr. Xiao’s classroom embodies important values such as the soul of creation, the rhythm of sound, the bridge of society, and the foundation of normativity. Only by integrating reading aloud with Chinese language teaching across multiple dimensions—semantic, emotional, spiritual, and normative—can the pedagogical realm of reading aloud be achieved, where reading promotes teaching, conveys meaning, evokes emotion, and transmits spirit.