Inference making has the largest direct effect on reading comprehension after controlling for word reading, vocabulary, and knowledge (Cromley & Azevedo, 2007) and a growing body of research suggests that inference making is one of the unique and significant predictors of comprehension (Ahmed et al., 2014; Cain et al., 2001; Hannon & Daneman, 1998; Kendeou et al., 2008). My own work with school has shown evidence that teacher training on inference has substantial impact on reading comprehension outcomes both at the expected standard and at greater depth.