What should be considered when developing a literacy intervention that asks teachers to implement
new instructional methods? How can this be achieved with minimal support within existing policy? We
argue that two broad sets of considerations must be made in designing such an intervention. First, the
intervention must be effective by bridging the gap between current teacher practice and the scientific
literature on effective instruction. This broad consideration is detailed with 10 design recommendations.
Second, the intervention must be amenable to being scaled-up and mainstreamed as part of
government policy. This involves being (i) simple and replicable; (ii) well received by teachers; and (iii)
cost effective. The paper describes how these factors were considered in the design of a literacy
intervention in government primary schools in coastal Kenya. It also includes reactions from teachers
about the intervention and their change in knowledge.