Different kinds of basic knowledge and strategies necessary for comprehension are examined in three radically different domains: (1) the stories, (2) mathematical problems, and (3) electronic circuits. From analyzing the comprehension processes in these different domains, similarities have emerged in the role of planning knowledge and the strategies governing the application of that knowledge for synthesizing a deep structure analysis of a story, a math solution, or a circuit. Insights gained from these similarities can be applied to the problems of teaching learning strategies to students and developing an expanded theoretical basis for further research in learning strategies. (Author/CMV)