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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    Certification test

    Teacher certification test

    User data for teacher certification test

    1 / 40

    Category: Literacy learning

    1. Which of the following is NOT one of the roles of an efficient reader?

    2 / 40

    Category: Literacy learning

    2. To identify sounds of word helps learners to:

    3 / 40

    Category: Literacy learning

    3. Which of these does NOT make a child a good reader?

    4 / 40

    Category: Literacy learning

    4. You can get a child to pay attention:

    5 / 40

    Category: Literacy learning

    5. Development of voluntary attention:

    6 / 40

    Category: Literacy learning

    6. To increase reading motivation, it is important that:

    7 / 40

    Category: Literacy learning

    7. Fine motor skills are NOT that important in:

    8 / 40

    Category: Literacy learning

    8. Children do NOT need working memory when:

    9 / 40

    Category: Literacy learning

    9. To become a good reader, it is important that a child:

    10 / 40

    Category: Literacy learning

    10. In teaching vocabulary, it is important to:

    11 / 40

    Category: Literacy teaching

    11. Which of the following is NOT a dimension of multilingual pedagogy?

    12 / 40

    Category: Literacy teaching

    12. 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:

    13 / 40

    Category: Literacy teaching

    13. Metalinguistic awareness and development begins:

    14 / 40

    Category: Literacy teaching

    14. Which of these is NOT a metalinguistic skill?

    15 / 40

    Category: Literacy teaching

    15. Steps of teaching reading comprehension when the child masters the basic reading skills.

    16 / 40

    Category: Literacy teaching

    16. A pre-primary school teacher orally presents learners with pairs of words (e.g., buy/tie, see/saw) and has learners identify whether the words rhyme or not. Next, she says a list of one-syllable words and asks learners to point to a part of the body that rhymes with each word (e.g., the teacher says bed, and the learners point to their heads). These activities promote learners’ reading development primarily by:

    17 / 40

    Category: Literacy teaching

    17. Which of the following best describes the primary purpose and function of a classroom reading assessment?

    18 / 40

    Category: Literacy teaching

    18. Instructional support means that:

    19 / 40

    Category: Literacy teaching

    19. Emotional support in teaching means that:

    20 / 40

    Category: Literacy teaching

    20. How can you help adult learners become fluent in reading?

    21 / 40

    Category: Literacy teaching

    21. How can you manage adult learners during literacy learning sessions?

    22 / 40

    Category: Literacy teaching

    22. Why does teaching adult learners require special skills?

    23 / 40

    Category: Literacy teaching

    23. What is the most appropriate teaching method to be used in teaching adult learners?

    24 / 40

    Category: Literacy teaching

    24. In phonics-based instruction, one of the repeated processes is NOT:

    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. Which of the following is NOT a good way to teach phonics?

    28 / 40

    Category: Literacy teaching

    28. Which of the following is NOT regarded as a literacy activity for young children?

    29 / 40

    Category: Literacy teaching

    29. Apps for reading development

    30 / 40

    Category: Literacy teaching

    30. Blended learning is:

    31 / 40

    Category: Reading difficulties

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

    32 / 40

    Category: Reading difficulties

    32. We can say that a child has dyslexia or a reading disability when we are sure that:

    33 / 40

    Category: Reading difficulties

    33. Which of the following modalities is the most beneficial in learning to read:

    34 / 40

    Category: Reading difficulties

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

    35 / 40

    Category: Reading difficulties

    35. Effective interventions for students with learning difficulties typically:

    36 / 40

    Category: Reading difficulties

    36. Based on research, we know that the most effective intervention for reading difficulties is:

    37 / 40

    Category: Reading difficulties

    37. A precise estimate of the prevalence of dyslexia in any population is:

    38 / 40

    Category: Reading difficulties

    38. Spoken language skills:

    39 / 40

    Category: Reading difficulties

    39. In shallow and transparent orthographies:

    40 / 40

    Category: Reading difficulties

    40. The most prominent characteristic of reading disability (dyslexia) is:

    Your score is

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