This article describes how educators can readily increase emergent readers' print knowledge by using an evidence-based technique called print referencing to ensure that classroom read-alouds include not only a comprehension focus, but also a complementary focus on print. Print referencing was recently described in "The Reading Teacher" as an important approach to reading aloud. This claim is well supported; nonetheless, research makes a stronger contribution to evidence-based practice when findings are put in a "useable" form and translated for end users. In this article, the authors provide explicit guidance on translating use of print referencing to the classroom environment by defining print referencing, outlining evidence on the efficacy of print referencing, and providing suggestions for educators to successfully implement print referencing. (Contains 3 tables.)