Children who are dual language learners (DLLs) often have more difficulty acquiring English early literacy skills than their English monolingual peers. Much remains to be learned about efficacious early literacy instructional interventions and their effects on English early literacy skills of DLLs. The purposes of this systematic review were to describe key features of English early literacy interventions provided to children who were DLLs and their effects on English early literacy skills. We conducted an electronic database search and used additional methods to identify 25 studies. Studies varied in defining and characterizing children who were DLLs, including whether they were simultaneous versus sequential DLLs and how information was gathered about primary and secondary language exposure. Use of bilingual and monolingual instruction showed promise for enhancing English early literacy skills, although mixed findings were common when both language and code-related outcomes were measured. Implications for future research and practice are discussed.

中文翻译：

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对双语学习者儿童英语早期识字干预的系统评价

双语学习者 (DLL) 的儿童通常比英语单语同龄人更难获得英语早期识字技能。关于有效的早期识字教学干预及其对 DLL 的英语早期识字技能的影响，还有很多有待了解。本系统评价的目的是描述提供给 DLL 儿童的英语早期识字干预的主要特征及其对英语早期识字技能的影响。我们进行了电子数据库搜索，并使用其他方法确定了 25 项研究。研究在定义和描述 DLL 儿童的特征方面各不相同，包括他们是同时还是顺序 DLL，以及如何收集有关主要和次要语言暴露的信息。双语和单语教学的使用显示出提高英语早期识字技能的前景，尽管在衡量语言和代码相关结果时，结果往往不一致。讨论了对未来研究和实践的影响。