Connectors are a key feature of both written and oral texts that facilitate effective written and oral production and interaction. Therefore, their teaching should have effective in both teaching reading comprehension and speaking production. The aim of the given study is to determine the role of connectors in reading comprehension. Today cohesion is a well-known term in linguistics. Deborah Schiffrin, an American linguist who researched areas of discourse and sociolinguistics, states that, "cohesion can be defined as the set of resources for constructing relations in discourse which transcend grammatical structure" [6, p.35]. A variety of linguists researched cohesion and it is generally accepted as a 'part of the system of a language' [2, p.5]. By and large, it is referred to meanings that exist within the text; it occurs when understanding of an element depends on another element in the discourse [2, p.4]. According to Halliday and Hasan, the two linguists who conducted a fundamental research on cohesion, it is expressed through several cohesive ties: reference, ellipsis, substitution, conjunction, and lexical cohesion [2, p.6]. The object of the present study are connectors. In “Essay Concerning Human Understanding” John Locke, an English philosopher and physician, dedicates one of the chapters to 'particles'. Particle is a term that that was used by Locke, whereas today the common term is connectors. Locke gives the first definition of connectors stating that they connect “parts or whole sentences together” [3, p.459]. Moreover, even 1689 Locke emphasizes the importance and role of connectors in language. "In the right use of particles consists that art of well-speaking" says Locke [3, p.461]. Being a philosopher he does not go into details and leaves a deeper study of connectors to linguists. Halliday and Hasan in their book Cohesion in English conduct a deep research on connectors. They call them conjunctions and state that they differ from the other cohesive ties. Connectors are cohesive "by virtue of their specific meanings; they are not primarily devices for reaching out into the preceding (or following) text, but they express certain meanings which presuppose the presence of other components in the discourse" [2, p.227]. There are different classifications of connectors given by different linguists: Gleason's, Halliday and Hasan's and Lenker's classification. The most widely spread and used is Halliday and Hasan's one. They classify connectors into additive, adversative, causal, and temporal. This classification is often applied for different purpose, such as literary analysis, identifying if a passage of the language constitutes text or not [4, p.117]. Connectors play an important role in reading comprehension as they provide language knowledge to readers/learners that is paramount for decoding the meaning of a text for connectors are used to signal links. Many surveys were conducted to test how connectors benefit English language studying. Jane Oakhill says that children start using connectors in early childhood, near five years [5, p.76]. Ruth A. Berman stated that the deletion of connectors creates and „opaque‟ text, thus preventing the readier from completely understanding it. [6, p.205] So we can see that connectors are essential part of the language. Teaching connectors will definitely benefit student's language acquisition. Our main objective was to determine the role of connectors in reading comprehension. For this purpose we conducted a study in N. Gogol lyceum, Chișinau. The subjects of the study were 10th -form students. In the study participated two classes, each class consisted of 12 students. In both classes we administrated test aimed at assessing reading comprehension skills. The texts were similar, i.e. the first class was given a text that contained seven connectors: „firstly, therefore, secondly, for instance, secondly, however, in conclusion‟, while the second class was given the same text, but without connectors. Both tests included seven identical items that checked the level of comprehension. The results show that connector facilitate reading comprehension; the first group gave 75.32% of correct answers, but the second group gave 70.23%. The present study proves that the presence of connectors in a text facilitate its comprehension as if they are known they contribute to the organization comprehension of the text and the relationship between elements in discourse.