There is a great need to develop and test school-based interventions that improve children’s language skills. These interventions can be used to support language development in all children as well as those with developmental disabilities affecting language, such as developmental language disorder (DLD). For young children in the pre-primary grades, these interventions aim to improve children’s readiness for formal schooling and the language demands on classroom settings. For children in the primary grades, these interventions are designed to improve the language skills considered most critical to reading comprehension, such as vocabulary knowledge and inferencing. This chapter addresses these contemporary issues. First, we describe language skills as a critical element of school readiness and an important contributor to reading comprehension. Second, we describe current approaches to facilitating language skills in pre-primary children via classroom-based interventions. Third, we describe current approaches to improving language skills in primary-grade pupils as a mechanism for improving reading comprehension. The over-arching purpose is to provide a contemporary overview of practices used in classroom settings to facilitate children’s language skills.