This study reports the construction of the Dialogic Reading Inventory (DRI), a tool for assessing a parent and child's storybook reading behaviors. Twenty-three parent-child dyads participated in the study. The Adult-Child Interactive Reading Inventory (DeBruin-Parecki, 1999) items were grouped into four categories and revised to reflect current reading theory. Parent-child dyads were videotaped reading a storybook together for a total of 23 videotaped sessions. Videotaped sessions (N = 115) were scored on the DRI by five graduate student raters; three independent raters were used to conduct interrater reliability. Internal consistency coefficient alpha was 0.89, and the split-half coefficient corrected for the full length of the test was 0.97. Interrater reliability was satisfactory, r = 0.60, 0.63, 0.74, p less than 0.01. Results of the factor analysis revealed the print awareness/phonological awareness factor accounted for 39.34% of the item variance, the comprehension/vocabulary factor accounted for 22.49% of the item variance, and the attention to text factor accounted for 17.40% of the item variance. The researchers maintained the original four DRI categories: (1) print awareness/alphabet knowledge, (2) phonological awareness, (3) comprehension/vocabulary, and (4) attention to text. The four DRI reading behavior item categories were maintained because they correspond to the four common components of most reading models, they correspond to the four basic components of early reading instruction, and they provide for ease of scoring the DRI. (Contains 4 tables.)