The purpose of this study was to analyze the children's responses to wordless picture books as a basic study to present concrete teaching strategies and interaction strategies to teachers for effective application of wordless picture books. However, the aim of this study was not comparing teachers' reading methods, teaching strategies and interactions. Although, in order to present the reading method and the teacher role that can contribute to the teaching strategy and interaction strategy of future wordless picture books, it is suggested that the most appropriate method and interacting method based on children’s responses are discussed using various literature. Three teachers of five-year-olds and the children from their classes from three nursery schools were observed when doing reading activities for wordless picture books once a week for eight weeks. The data were analyzed. The Children's responses to wordless picture books were largely 'responses to reading method', 'responses to picture-reading' and 'responses to story-making'. For each subcategory, the responses were 'free thinking and expression', 'omnibus story VS expanded story', 'curiosity about story source' and 'intertextuality picture reading', 'intuitive picture reading', 'curiosity about picture reading' and 'narrative desires', 'humor desires', and 'exaggerated gestures'. The most appropriate way to read wordless picture books is to suggest a 'shared reading’. Facilitating background knowledge and providing a variety of literary experiences are a means to support children reading. Do not limit children's talk and let them express their thoughts freely as a means of supporting story making. Additionally, stories, including humor and gestures, are all suggested to be accepted as a form of story making.