Challenges for implementation in diverse settings: reflections on two randomised controlled trials of educational interventions in South American communities

Research in the UK suggests that multi-componential interventions focusing on language and pre-literacy skills can improve children’s reading skills. However, simple translations of such programmes may not produce equivalent effects diverse communities. The reasons for this are multi-faceted include factors beyond rationale content intervention themselves. Understanding these is critical creating will generalise across settings. In review, we reflect upon challenges encountered two South America to identify community cultural contextual influence implementation scalability educational programmes. We use our findings develop an education-specific framework guide development high-quality evidence-based approaches literacy intervention. Our model guides practices contexts stresses importance evidence-base communication.