Early literacy skills are key indicators of later reading success. Without the development of these prerequisite skills during early childhood, children are at risk for reading difficulties in elementary grades and beyond. By third grade, the gap between expected reading performance and actual reading proficiency is extensive and remains into eighth grade. Therefore, preventative and responsive services in early childhood education addressing early literacy skills can support both positive academic and behavioral student outcomes. Dialogic reading (DR) is an evidence-based intervention that targets early literacy skills like oral language, vocabulary, and print concepts. DR involves one or more students and an interventionist discussing information from a book including pictures and text. The interventionist prompts the student to provide information, provides feedback, and models an elaboration on the student's response. Although research suggests DR has the potential to impact the early literacy skills of young children, intervention fidelity must be maintained for the intervention to be effective for students. To improve intervention fidelity for DR, supports such as intervention scripts or checklists can be provided to practitioners and interventionists. This manuscript reports on two single case design studies conducted in an early childhood setting that together examined (a) the effects of intervention supports on the intervention fidelity of teachers performing interventions, and (b) student reading outcomes when teachers accessed DR intervention supports. Study 1 focused on intervention scripts and an intervention checklist on intervention fidelity using an alternating treatment design. Findings indicated that both supports equivalently increased teachers' (N = 4) intervention fidelity, though the teachers preferred using a checklist. Study 2 examined the effects of the intervention supports and subsequent increased intervention fidelity on student reading outcomes with a multiple-baseline design across four students. Findings indicated increased book-based vocabulary for students during the intervention phase when intervention fidelity levels were higher. Taken together, the studies suggest intervention fidelity for DR is best delivered with support from checklists or other methods, and that ensuring DR is delivered as intended may help bolster students' reading skills. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]