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))

Janneke van de Pol; Tamara van Gog; Keith Thiede

doi:10.1016/j.tate.2021.103482

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))

Janneke van de Pol^*, Tamara van Gog, Keith Thiede

^*Corresponding author for this work

Boise State University

Research output: Contribution to journal › Comment/Letter to the editor › Academic › peer-review

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.

Original language	English
Article number	103482
Journal	Teaching and Teacher Education
Volume	107
DOIs	https://doi.org/10.1016/j.tate.2021.103482
Publication status	Published - Nov 2021

Keywords

Cue-diagnosticity
Cue-utilization
Student text comprehension
Teacher judgment accuracy
Teacher monitoring accuracy

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title = "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{\textquoteright}ability to accurately judge diagnostic cues and help them ignore non-diagnostic cues.",

keywords = "Cue-diagnosticity, Cue-utilization, Student text comprehension, Teacher judgment accuracy, Teacher monitoring accuracy",

author = "{van de Pol}, Janneke and {van Gog}, Tamara and Keith Thiede",

note = "Funding Information: We would like to thank Marloes Berkers, Jonne Bloem, Luca Clercx, and Nynke Heegstra, who collected the data and coded the students' tests and diagrams and Mirjam Moerbeek with help on the power analysis. This work was supported by the Dutch Research Council (grant number: 451-16-012 ). Funding Information: We would like to thank Marloes Berkers, Jonne Bloem, Luca Clercx, and Nynke Heegstra, who collected the data and coded the students' tests and diagrams and Mirjam Moerbeek with help on the power analysis. This work was supported by the Dutch Research Council (grant number: 451-16-012). Publisher Copyright: {\textcopyright} 2021 The Author(s)",

year = "2021",

month = nov,

doi = "10.1016/j.tate.2021.103482",

language = "English",

volume = "107",

journal = "Teaching and Teacher Education",

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publisher = "Elsevier Ltd",

}

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)). / van de Pol, Janneke ; van Gog, Tamara; Thiede, Keith.
In: Teaching and Teacher Education, Vol. 107, 103482, 11.2021.

Research output: Contribution to journal › Comment/Letter to the editor › Academic › peer-review

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