Teacher Certification

    Background

    This Teacher Certification module was developed to give You feedback, how well You master the research-based content of Literacy learning, Literacy teaching and Reading difficulties. If you successfully complete the module, you will receive a Certificate of Completion that enhances Your professional development.

    How to start?

    Before you start to study eTALE Africa learning content, we highly recommend You do first a “pretest” by answering 40 random multiple-choice questions. Note that there is only one correct answer for each question (a, b, c or d). You will have one hour to complete the pretest. After answering to all 40 questions, you will receive immediate feedback how well You did.

    How to do the test?

    If You already are an expert in the content and receive at least 70% (28 out of 40 questions correct) in the pretest, you will automatically receive the Certificate to your email. You can save and print it as a demonstration of your knowledge in literacy learning and teaching and reading difficulties.

    What if I do not get 70% in pretest?

    If You don’t get 70% in the pretest, do not worry. The “pretest” is the starting point of eTALE Africa eLearning environment! When You have gone through and studied the content, you can do the “post-test” or “final examination”. You can do the test as many times as you like. But note the questions will not be the same or in same order.

    When You have answered correctly least to 28 questions (that is 70% and above), the Certificate is send to Your email.

    Parts of the eTALE Africa content may seem challenging and the test might not be an easy task! But remember, You can always read a little bit more and do the test again.

    Ready? Let´s go!

    If you want to do the pretest now, please continue below.

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    3240

    Certification test

    Teacher certification test

    User data for teacher certification test

    1 / 40

    Category: Literacy learning

    1. A transparent language has the following characteristics:

    2 / 40

    Category: Literacy learning

    2. The method of promoting the development of phonemic awareness in young children is:

    3 / 40

    Category: Literacy learning

    3. To identify sounds of word helps learners to:

    4 / 40

    Category: Literacy learning

    4. Which of these is an important learning skill?

    5 / 40

    Category: Literacy learning

    5. Development of voluntary attention:

    6 / 40

    Category: Literacy learning

    6. A child shows intrinsic motivation when:

    7 / 40

    Category: Literacy learning

    7. Which one is NOT true? Listening skills...

    8 / 40

    Category: Literacy learning

    8. Children do NOT need working memory when:

    9 / 40

    Category: Literacy learning

    9. Which one of these is NOT related to rapid naming problems?

    10 / 40

    Category: Literacy learning

    10. A delay in expressive vocabulary (late talking) at the age of 2–2.5 years predicts:

    11 / 40

    Category: Literacy teaching

    11. Which of the following is an example of a communication mode?

    12 / 40

    Category: Literacy teaching

    12. Multiliteracy pedagogy stresses the need for language and literacy education to take into account:

    13 / 40

    Category: Literacy teaching

    13. Many countries around the world are promoting multilingualism, even in places where multilingualism is absent from official educational policy, because multilingualism has been shown to have several advantages. These advantages do NOT include:

    14 / 40

    Category: Literacy teaching

    14. Multilingualism:

    15 / 40

    Category: Literacy teaching

    15. Monolingualism:

    16 / 40

    Category: Literacy teaching

    16. Which of these is NOT a metalinguistic skill?

    17 / 40

    Category: Literacy teaching

    17. Which of the following teacher prompts would be most appropriate to use to promote pre-primary learners’ (5-6 year old children) phonemic awareness skills?

    18 / 40

    Category: Literacy teaching

    18. Instructional support means that:

    19 / 40

    Category: Literacy teaching

    19. Teacher-directed teaching is beneficial:

    20 / 40

    Category: Literacy teaching

    20. Teacher-directed teaching means that:

    21 / 40

    Category: Literacy teaching

    21. Child-centred teaching means that:

    22 / 40

    Category: Literacy teaching

    22. Choose the correct process for teaching productive writing:

    23 / 40

    Category: Literacy teaching

    23. Why does teaching adult learners require special skills?

    24 / 40

    Category: Literacy teaching

    24. When assessing reading in transparent languages:

    25 / 40

    Category: Literacy teaching

    25. Phonics-based instruction:

    26 / 40

    Category: Literacy teaching

    26. When supporting text composition:

    27 / 40

    Category: Literacy teaching

    27. When comparing handwriting and typing:

    28 / 40

    Category: Literacy teaching

    28. When spelling in transparent languages (e.g., bantu languages):

    29 / 40

    Category: Literacy teaching

    29. ICT is integrated into reading instruction when:

    30 / 40

    Category: Literacy teaching

    30. Which of the following is NOT considered a benefit of ICT usage?

    31 / 40

    Category: Reading difficulties

    31. In learning to read, it is important that:

    32 / 40

    Category: Reading difficulties

    32. Based on research, which of these statements is INCORRECT. Intensity of reading instruction and intervention can be increased by:

    33 / 40

    Category: Reading difficulties

    33. Screening instruments used in prevention programs for reading difficulties do NOT usually assess which of the following skills?

    34 / 40

    Category: Reading difficulties

    34. Which of the following is the most effective method for improving literacy in children and adolescents with reading difficulties?

    35 / 40

    Category: Reading difficulties

    35. Based on research, which of the following is NOT true:

    36 / 40

    Category: Reading difficulties

    36. Effective interventions for students with learning difficulties typically:

    37 / 40

    Category: Reading difficulties

    37. The main idea of a multi-tiered system of support in instruction is that:

    38 / 40

    Category: Reading difficulties

    38. Based on genetic studies of dyslexia, we know that:

    39 / 40

    Category: Reading difficulties

    39. In shallow and transparent orthographies:

    40 / 40

    Category: Reading difficulties

    40. The orthographic structure of a language is:

    Your score is

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