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Voss, James F., and Laurie Ney Silfies. “Learning from History Text: The Interaction of Knowledge and Comprehension Skill with Text Structure.” Cognition and Instruction 14(1) (1996): 45-68.


Examined the different influences of comprehension-skill and domain-knowledge components on learning from text. Found that learning from an expanded text with explicit causal relations was related to reading comprehension skill rather than prior knowledge, whereas learning from an unexpanded text that did not spell out causes was a function of prior knowledge rather than comprehension skill.