The purpose of this study was to investigate the developmental path of narrative skillsin 4-5 years old children. During the intervention, 56 children were randomlyassigned in two experimental (story reading with a book and story telling without a book)and two control groups. After each intervention the children retold the story-stimulus.Children’s narratives were assessed according to 3 criteria (story structure, content’sefficiency, use of direct speech). Both experimental groups had statistically significantperformance in their narratives than the control groups. The narratives of the storyreading group tended to be better according to the three criteria in comparison to thenarratives produced by the children in the storytelling group. The qualitative analysis ofchildren’s narratives, demonstrated different narrative levels through the consecutiveinterventions and corresponding retellings. The results have educational implicationshighlighting the importance of the systematic exposure to story readings as well as theimportance of systematic retellings as an educational tool.