Early childhood and special educators are under growing demands to develop children's language and literacy skills through evidence-based practices. One promising research-based strategy for vocabulary and language development is dialogic reading (DR), which is an interactive picture book reading technique developed in the late 1980's by Whitehurst and colleagues (Whitehurst, Falco, Lonigan, Fischel, DeBaryshe, Valdez-Menchaca, & Caulfield, 1988). This paper provides an overview of the research and detailed instruction for implementing DR in the classroom setting. The three levels of DR are specifically described to help teachers to scaffold children's oral language development. Recommendations are provided for: 1) extension and enrichment activities, 2) selecting books and vocabulary, and 3) utilizing and managing small groups of children during the lessons. Finally, accommodations and modifications for children with a variety of disabilities are detailed. (Contains 3 figures and 1 table.)