In this contribution we present an experimental approach to student modelling of Historical Text Comprehension. The proposed student model represents the observed characteristics and attitudes of the student when he comprehends a historical text and reflects the student's historical profile and his cognitive model. To build the student model we based on the Model of Comprehension of Historical Narration (MOCOHN) and on an experimental study of students' historical text comprehension. The experimental tool we have designed, considered as the core of the student's diagnosis module of an intelligent tutoring system, can be exploited for inferring a student's cognitive state from his performance. The generalisation of the student model gives an evidence for the dynamics of the constructed student model that can affect educational decisions in supporting individualised history teaching and tutoring.