Reading comprehension of informative texts in secondary school: A focus on direct and indirect effects of reader's prior knowledge

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Reading Into the Future: Competence for the 21st Century (2012, background): “…the splitting of reading into learning to read and reading to learn fails to take into account that whatever knowledge students already possess—whether directly related to reading or not—comes into play as they read (Kendeou & van den Broek, 2007; Ozuru, Dempsey, & McNamara, 2009; Tarchi, 2010).”
Why expert performance is special and cannot be extrapolated from studies of performance in the general population: A response to criticisms. (2014, background): “hension of texts appears to depend on the prior knowledge that the particular student has about the domain described by the text (Tarchi, 2010).”