Dialogic reading (DR) is an evidence-based practice for young children who are typically developing and at risk for developmental delays, with encouraging evidence for children with disabilities. The purpose of this review was to comprehensively evaluate the evidence base of DR across early childhood settings, with specific attention to fidelity features. We coded identified studies (n = 30) published in peer-reviewed journals on a number of variables, including participant characteristics, setting, adherence to intervention components, fidelity of training procedures, implementation fidelity, dependent variables, overall outcomes, and study rigor. Our findings indicate wide variance is present in adherence to the DR protocol despite all studies reporting use of DR. In addition, although most researchers describe training procedures, none reported fidelity of those practices. Variability was also noted in how the implementation of DR with children is monitored in research. (author abstract)