Abstract
The purpose of this study was to develop a comprehensive test to estimate argument knowledge and examine directly the influence of this knowledge on the comprehension of argumentative text and the critical evaluation of its arguments. Also, the possible contribution of comprehension to argument evaluation was explored. Sixth and ninth graders read two completely balanced two-sided argumentative texts on controversial issues before answering comprehension questions and evaluating the quality of the text-based arguments. Argument quality was varied systematically according to the presence or absence of the ad populum and ad ignorantiam fallacies. Results documented the facilitating role of argument knowledge on both comprehension and evaluation and the contribution of comprehension to argument evaluation. The study highlights the potential of argument knowledge as a target for instructional intervention and of the argumentative text as a fertile context for promoting both comprehension and critical thinking objectives.
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