The reading process is a complex activity of receiving information in writing form which depends on the few skills and skills that are gradually being developed. The reading process can be seen as a skill (receiving and transmitting messages in the announcement) and as ability (interpretative reading as an upgrading that precedes the mastery of reading skills). (Pavličević-Franić, 2005.) In determining the notion of interpretive reading, linguistic and methodological determinants are taken into account. It is a reading that is based on the values of spoken language (intonation, intensity, temp, pauses, tone of voice) and has a special function. „With its meaning, emotionality, imagination and musicality, the poet's language exacerbates aesthetic emotions. Because of those properties, the poetic word is imposed, causes attention launches an association, wakes up thoughts ... In poetry the language has a connotative function (the connotations), aesthetic function.“ ((D. Rosandić, 1986., p. 399) During storytelling, we enter into a literary communication with children, and the storytelling creates connection and closeness. Children of early age do not only experience the lexical-semantic layer of stories by words but by hands gestures and mimics as well. Interpretative reading should be accompanied by dolls and other resources to make it easier to establish connection with the text while with older children it should gradually create a habit of imagining/visualizing characters and events they are listening to while being read a story while others read them a story and by doing that their lexical-semantic layer is being enriched. In order to examine the possible impact of interpretative reading on the lexical-semantic layer of early age children, research was conducted using the online questionnaire. The questionnaire conducted among the educators showed that most respondents use interpretative reading, working with children and they also use resources like puppets. Also, it is apparent from the questionnaire that educators often use verbal and non – equilibrium values of the spoken language as well as that after such a way children show interest in further incentives and activities on the same topic or that such a way of working influences the development of the lexicalsemantic layer in early childhood children. In the kindergarten "Kustošija" a methodological practice test was carried out with two educational groups. The results show that children from experimental groups showed greater interest and understanding of the stories told and the songs read. This is precisely what explains how interpretative reading is important to help children understand the essence of the text and the words they do not understand.