Shared book reading benefits the child's cognitive and communicative development (Cárdenas et al., 2020), especially vocabulary growth (Hargrave & Sénéchal, 2000). In its dialogic form (dialogic book reading, DBR ; Whitehurst & Lonigan, 1998), the reader comments and asks questions through standardised procedures: PEER (Prompt, Evaluate, Expand, Repeat) and CROWD (Completion, Recalling, Open-ended, Wh- and Distancing questions), keeping the child actively involved. It remains unclear whether one protocol conducted in different languages, can produce the desired effects in children with DLD. The purpose of this study was to test the efficacy of a DBR protocol (developed by an international team of researchers ; the authors) for vocabulary in children with DLD. In a single-subject with repetition design, 10 children with DLD (5 y.o.a.) participated in a DBR intervention administered in 5 languages and run in 6 countries (Bulgaria, Canada, Croatia, Israel, Italy and Spain). Nine books were selected and used to target 36 words. Books were divided into three sets, each targeting 12 words related to traffic, body parts, clothing, and weather. Target vocabulary was assessed before treatment, at the end of each session, and after a follow-up period. Parent interviews were conducted post- treatment. Findings were examined for each participant and for pooled results. They show clear evidence of improvement in vocabulary associated with sessions in which the words were treated, compared with sessions in which they were not. Parents' reports after a follow-up period indicate that they perceived an improvement in their children's communication skills, and their increased participation in conversations.