Making Connections: Linking Cogntive Psychology and Intervention Research to Improve Comprehension of Struggling Readings by Kristen McMaster, Christine Esping and Paul van den Broek. Learning Disabilities Research and Practice, Vol 19, No. 1. Past research shows that the following are used for struggling readers: identification of text sturcture; vocabulary instruction; use or prior knowledge; cognitive strategy use; overt and explicit instruction. Studies have shown these are not always effective so new research has been looked at. Another skill that needs to be addressed with students is that of finding casual connections among events to help relate new information. This is called sensitivity to structural centrality or the extent to which a reading identifies and processes information central to the semantic structure of the text. Text properties, difficulty of text and the purpose for reading can impact the student’s understanding. Results of studies using Think Alouds and eye tracking showed that poor readers had many fixations and could not move forward and had poor information for Think alouds. The strategies for using Think Alouds has to be taught explicitly. These are things teachers should do to help students make connections while reading: preteach vocabulary and concepts before reading; teach students what questions to ask themselves while reading; give feedback on student responses to help them understand further.