This presentation will summarize the approaches and evidence for different grammatical interventions used with children with Developmental Language Disorder (DLD). I will discuss the approaches under two broad headings of implicit versus explicit approaches, first looking at the underlying hypotheses on which they are based and then looking in more detail at the different methods. In particular, I will present more details on the SHAPE CODING system, the explicit intervention method which I developed for teaching grammar to school-aged children with severe DLD. I will present the strength of the evidence for the different approaches and for which children and areas of grammar their effectiveness has been tested. I will then conclude with a discussion about how to identify grammatical targets and future directions for both research and practice as regards grammatical interventions.