Erratum: The relationship between teachers' cue-utilization and their monitoring accuracy of students' text comprehension (Teaching and Teacher Education (2021) 104, (S0742051X21001104), (10.1016/j.tate.2021.103386))

Abstract

We investigated to what extent teachers'useof diagnostic cues and the accuracy with which theyinterpreted or judged the valuesof those cues affected teachers' monitoring accuracy. Forty-six secondaryeducation teachers judged the text comprehension of six students (216 students in total).Mere useofdiagnostic cues appeared not sufficient. Rather, accurately judging the values of a diagnostic performancecue was related to higher monitoring accuracy. Using non-diagnostic student cues hampered teachers'monitoring accuracy. The key to further improve monitoring accuracy might lie in improving teachers’ability to accurately judge diagnostic cues and help them ignore non-diagnostic cues.