Vocabulary instruction is a critical component of early language and literacy programs. Vocabulary skills in the early elementary school years are strong predictors of later reading achievement and there is a correlation between vocabulary knowledge and reading comprehension. Children who have limited vocabulary in kindergarten are at high risk of later reading difficulty. For children with disabilities, including children with primary and secondary language impairments, vocabulary instruction is important to provide strong vocabulary knowledge and prevent future reading difficulties. Explicit teaching of vocabulary embedded in shared storybook reading is a promising evidence-based practice for young children, including those from low-income families, and is appropriate for instruction in inclusive settings. The purpose of this article is to provide evidence-based recommendations to guide practitioners in explicit teaching of vocabulary embedded in storybooks. In the next section, the authors review the evidence base for principles of vocabulary instruction for young children, including children with disabilities. (Contains 1 figure and 2 tables.)