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Research Base

The evidence behind the work.

Left Side Strong’s courses and coaching are grounded in current reading and language science. This is the core reference list that informs our vocabulary, knowledge, and structured-literacy content.

These sources ground the language-domain emphasis across our modules — from phonology and morphology to syntax, semantics, vocabulary, and the background knowledge that comprehension depends on. They also form the evidence base for the course Word Knowledge Is World Knowledge.

Download the reference list (PDF, APA 7)
Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing words to life: Robust vocabulary instruction (2nd ed.). Guilford Press.
Cabell, S. Q., & Hwang, H. (2020). Building content knowledge to boost comprehension in the primary grades. Reading Research Quarterly, 55(S1), S99–S107. https://doi.org/10.1002/rrq.338
Capin, P., Dahl-Leonard, K., Hall, C., Yoon, N. Y., Cho, E., Chatzoglou, E., Reiley, S., Walker, M., Shanahan, E., Andress, T., & Vaughn, S. (2025). Reading comprehension instruction: Evaluating our progress since Durkin’s seminal study. Scientific Studies of Reading, 29(1), 85–114. https://doi.org/10.1080/10888438.2024.2418582
Catts, H. W. (2022). Rethinking how to promote reading comprehension. American Educator, 45(4), 26–33, 40.
Coyne, M. D., McCoach, D. B., & Kapp, S. (2007). Vocabulary intervention for kindergarten students: Comparing extended instruction to embedded instruction and incidental exposure. Learning Disability Quarterly, 30(2), 74–88.
Coyne, M. D., McCoach, D. B., Loftus, S., Zipoli, R., Ruby, M., Crevecoeur, Y. C., & Kapp, S. (2010). Direct and extended vocabulary instruction in kindergarten: Investigating transfer effects. Journal of Research on Educational Effectiveness, 3(2), 93–120. https://doi.org/10.1080/19345741003592410
Coyne, M. D., McCoach, D. B., Ware, S., Austin, C. R., Loftus-Rattan, S. M., & Baker, D. L. (2019). Racing against the vocabulary gap: Matthew effects in early vocabulary instruction and intervention. Exceptional Children, 85(2), 163–179. https://doi.org/10.1177/0014402918789162
Eberhardt, N. C., & Gillis, M. (2025). Teaching syntax: What teachers are asking—Part 2. Perspectives on Language and Literacy, 51(2), 24–28.
Fricke, S., Bowyer-Crane, C., Haley, A. J., Hulme, C., & Snowling, M. J. (2013). Efficacy of language intervention in the early years. Journal of Child Psychology and Psychiatry, 54(3), 280–290. https://doi.org/10.1111/jcpp.12010
Fricke, S., Burgoyne, K., Bowyer-Crane, C., Kyriacou, M., Zosimidou, A., Maxwell, L., Lervåg, A., Snowling, M. J., & Hulme, C. (2017). The efficacy of early language intervention in mainstream school settings: A randomized controlled trial. Journal of Child Psychology and Psychiatry, 58(10), 1141–1151. https://doi.org/10.1111/jcpp.12737
Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6–10. https://doi.org/10.1177/074193258600700104
Haynes, C. W., & Jennings, T. M. (2006). Listening and speaking: Essential ingredients for teaching struggling writers. Perspectives, Spring 2006, 12–16. International Dyslexia Association.
Kim, J. S., Gilbert, J. B., Relyea, J. E., Rich, P., Scherer, E., Burkhauser, M. A., & Tvedt, J. N. (2024). Time to transfer: Long-term effects of a sustained and spiraled content literacy intervention in the elementary grades. Developmental Psychology, 60(7), 1279–1297. https://doi.org/10.1037/dev0001710
Kintsch, W. (1998). Comprehension: A paradigm for cognition. Cambridge University Press.
Peng, P., Wang, W., Filderman, M. J., Zhang, W., & Lin, L. (2024). The active ingredient in reading comprehension strategy intervention for struggling readers: A Bayesian network meta-analysis. Review of Educational Research, 94(2), 228–267. https://doi.org/10.3102/00346543231171345
Rowe, M. L. (2012). A longitudinal investigation of the role of quantity and quality of child-directed speech in vocabulary development. Child Development, 83(5), 1762–1774. https://doi.org/10.1111/j.1467-8624.2012.01805.x
Snowling, M. J., & Hulme, C. (2025). The Reading Is Language model: A theoretical framework for language and reading development and intervention. Annual Review of Developmental Psychology, 7, 195–218. https://doi.org/10.1146/annurev-devpsych-111323-084821
Walker, M. A., Capin, P., & Vaughn, S. (2016). Students with reading difficulties who are English learners. In C. M. Connor & P. McCardle (Eds.), Advances in reading intervention: Research to practice to research (pp. 167–180). Brookes Publishing.

References follow APA 7th edition. Last updated August 2026.