Basic features of a method of connection-making training, developed by Gordon and Poze, can provide a compact method of connection-making in varying mental age levels. Based on the premise that simple connection-making is innate and available to stimulation in children of the primary and kindergarten grade ages, this method was used on a target population of culturally deprived primary grade children in Lawrence, Massachusetts. Considerable emphasis was placed on getting students to initiate associative connections and to establish useful connections on their own initiatives. As a consequence this allowed students to experience expanded awareness of increasing personal importance. Self-worth was an influential factor in the improved connection-making abilities and thus, the learning abilities of those students. In addition, as useful as the method may be in helping children overcome learning disabilities, it can also be used to supplement teacher performance as well as to bring about concise staff communication and evaluation. (Author/EB)