Dialogic reading (DR) is an intervention that aims to further students' expressive language development (Flynn, 2011; Towson et al., 2017). Specifically, DR occurs in small groups to afford students the opportunity to engage in active discussion and uses the same book for multiple readings and retellings. Because multiple research studies have found positive student outcomes across participants and settings, DR meets the criteria of an evidence-based practice (EBP) (Cook & Odom, 2013). Indeed, the Institute for Education Sciences lists DR as a recommended practice for general and special education students (What Works Clearinghouse, 2007, 2010).