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Purpose – To provide classroom teachers with an understanding of how children’s errors in reading provide evidence of sources of information that children draw upon to solve problems and monitor their reading.Design/methodology/approach – This chapter provides a theoretical discussion of sources of information found in text and their use during reading followed by examples from two case study children.Findings – One of the case study children primarily relies on meaning and syntax and ignores visual/print information. The other case study child relies primarily on visual/print information and ignores meaning and syntax.Research limitations/implications – Only two case study children are examined and only at the very beginning stages of reading in first grade.Practical implications – The decisions made by the teacher used in the examples provide valuable suggestions for classroom teachers who have a range of different readers in their classrooms.Originality/value of chapter – Teachers need information about how to shape children’s reading behaviors as they read text, solve problems during reading, and monitor their attempts.

This chapter explores ways to think about historical “stuff” and how to use objects to create a rich presentation and understanding of both time periods and historical figures. Items can help “set the stage” while also offering insight into subtle details about specific people, like their tastes and movements and whether they were right- or left-handed. These details help make the past come alive and provide avenues for people to make deep personal connections with historical events and figures. For teachers, objects can enrich their lessons by literally setting the stage with the items that witnessed historical activities and periods. Their students, on the other hand, might find that objects can help turn abstract historical events and figures into tangible happenings and people. This chapter discusses material culture studies and ways to interrogate objects before examining how objects can help inform interpretation.

The Compliance Assurance Process (CAP) is a federally funded IRS corporate audit program. The program’s goal is to determine the best tax treatment for complex transactions before a corporation files its tax return. The US Department of the Treasury has voiced concerns regarding resource constraints and whether the program enhances public (nonprofessional investor) and investor confidence. We conduct a behavioral experiment using 176 Master of Business Administration and Master of Accounting students as proxies for nonprofessional investors. In the experiment, we examine the effects of CAP participation and corporate tax risk profile on judgments about financial statement credibility. We use a 2 × 2 experimental design with corporate tax risk profile manipulated as high risk or low risk and participation in CAP manipulated as participatory or non-participatory. This research investigates whether CAP program participation and/or tax risk level influence nonprofessional investors’ perceptions of the certainty and accuracy of the provision for income taxes. The results suggest both CAP program participation and tax risk influence nonprofessional investors’ perceptions of the certainty of the income tax provision; and tax risk also influences nonprofessional investors’ perception of the accuracy of the income tax provision.