Delivering language intervention at scale: promises and pitfalls

Background There is now substantial evidence that language interventions delivered to small groups can be effective for improving skills and hence strengthening the foundation formal schooling. However, there are remaining challenges when delivering such in naturalistic environments at scale. Method We reflect on three randomised trials designed evaluate impact of an early years programme, prior implementation a large effectiveness trial, partnership with speech professionals. consider findings within framework from science. Results found that, contrast policy-led reading mathematics, not prioritised mainstream settings. Aside this, other obstacles delivery were time taken prepare timetable sessions, lack communication about requirements need screening. Crucial success was support class teacher teaching assistants intervention. feedback largely positive most stakeholders, intervention have children's preliminary effects behaviour comprehension. Conclusions While many educators recognise importance communication, benefits oral only recently becoming by policy-makers. propose successful adoption evidence-based settings remedied through better stakeholders collaboration between researchers professional colleagues including senior leaders, teachers, assistants, therapists psychologists. It imperative take account issues designing do this successfully multidisciplinary enterprise.