The Multidimensional Knowledge in Text Comprehension framework (MDK-C) argues that researchers and educators need to do a deeper dive on what it means to "have" prior knowledge. Thinking about prior knowledge along multiple, intersecting dimensions (amount, accuracy, specificity, and coherence) allows us to more carefully consider (and predict) how prior knowledge influences comprehension and learning.
McCarthy K. S. & McNamara, D. S. (2021). The Multidimensional Knowledge in Text Comprehension framework, Educational Psychologist, https://doi.org/10.1080/00461520.2021.1872379
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