Vocabulary plays a critical role in later reading achievement of emergent bilingual children (EBC) who are learning two languages. Given emerging vocabulary intervention research for EBC, we synthesize studies on vocabulary interventions designed for preschool and kindergarten EBC to provide the cumulative knowledge on the following dimensions: (a) EBC’s characteristics, (b) features of selected target words and books, (c) critical components of vocabulary interventions, and (d) the overall effectiveness of the interventions as reflected by the percentage of studies reporting a significant increase on proximal measures of EBC’s target words. Through a systematic search, we identified 19 articles using experimental or quasi-experimental designs. Overall, EBC increased their knowledge of words taught through vocabulary instruction, and the use of bilingual or family heritage instructional language increased EBC’s vocabulary knowledge in both languages.

词汇对于正在学习两种语言的双语儿童 (EBC) 的后期阅读成绩起着至关重要的作用。鉴于新兴的 EBC 词汇干预研究，我们综合了为学前班和幼儿园 EBC 设计的词汇干预研究，以提供以下维度的累积知识：(a) EBC 的特征，(b) 选定目标单词和书籍的特征，(c)词汇干预的关键组成部分，以及 (d) 干预的整体有效性，如报告 EBC 目标词的近端测量显着增加的研究百分比所反映。通过系统搜索，我们确定了 19 篇使用实验或准实验设计的文章。总体而言，EBC 通过词汇教学增加了他们对单词的了解，