The guiding thought of this paper work was to bring closer and present in more detail the importance of reading and oral interpretation of literary and artistic text in educational work, and to clarify the role these activities play in working with preschool children. The paper presents theoretical considerations of spoken interpretation through which the very topic of interpretive reading is elaborated. This is followed by an explanation of the types of reading, their function, purpose and connection with prosodic means. Speech values and their influence on the speech interpretation of the text and on the relationship between the speaker and the audience are explained in detail. Special attention is focused on the importance of the appropriate use of speech values, taking into account the type of literary text, the audience and the purpose for which the act of interpretation is being prepared. The modern understanding of reading and how it affects the development of a preschool child is described. General concepts of reading are listed, which are then connected to activities and the relationship between the teacher and the child. The importance and role of reading in childhood for the further development of the child and the growth of his knowledge, both about life and about literary and artistic expression, are described. Attention is also focused on the educator's work on the development of high-quality pre-reading and speaking skills of the child, with a special design of the enviroment in which child is located, so that it is stimulating for the child's development. In the end, attention is focused on the very activities of reading and oral interpretation of the literary and artistic text in the teacher's work - the teacher's role in these activities and the teacher's preparation for these activities. In other words, how to prepare for interpretation, choose literature, pay attention to speech values and nurture your voice. Examples for the development of the skill of keeping children's attention during reading actvities are clarified and given, the benefits of joint reading with children and the possibility of applying the dialogic reading technique are highlighted.