The Relationship Between Teachers' Cue-Utilization and Their Monitoring Accuracy of Students' Text Comprehension

We investigated to what extent teachers' use of diagnostic cues and the accuracy with which they interpreted or judged the values of those cues affected teachers' monitoring accuracy. Forty-six secondary education teachers judged the text comprehension of six students (216 students in total). Mere use of diagnostic cues appeared not sufficient. Rather, accurately judging the values of a diagnostic performance cue 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.