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.

            
                0%
                
                
                    
                
                    
                    
                
            
                     3208
                    
                    
                

                    
                
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
                    
            
            
                
                
                
            
            
            
                
                    Certification test
                    
                    Teacher certification test
                    
                    
                    
                    
                    
                    
                        
                    
                    
                    
                
            

                    
                    User data for teacher certification test

                        NameEmailCountryOther country (fill in here)How many times have you tried this test?
                        
                            
                            
                        
                    
                  

                        
                        
                        1 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                1. Critical factor for reading mastery is:

                            
                            
                            
            
                

                
                    
                        a. Reading motivation.
                    
                    

                    
            
            
                

                
                    
                        b. Phonological skills.
                    
                    

                    
            
            
                

                
                    
                        c. Practice time.
                    
                    

                    
            
            
                

                
                    
                        d. All alternatives are correct.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        2 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                2. The external factor that can be harmful to children’s learning to read is:

                            
                            
                            
            
                

                
                    
                        a. Lessons that are age appropriate.
                    
                    

                    
            
            
                

                
                    
                        b. Inappropriate teaching methods.
                    
                    

                    
            
            
                

                
                    
                        c. Expository texts that are too easy.
                    
                    

                    
            
            
                

                
                    
                        d. Using children's mother tongue in teaching.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        3 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                3.  Which of these does NOT make a child a good reader?

                            
                            
                            
            
                

                
                    
                        a. The ability to use letters and blend them into syllables and words.
                    
                    

                    
            
            
                

                
                    
                        b. The ability to handle books and turn pages efficiently.
                    
                    

                    
            
            
                

                
                    
                        c. Practising reading every day.
                    
                    

                    
            
            
                

                
                    
                        d. The ability to retrieve needed knowledge and information quickly.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        4 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                4. Which of these is an important learning skill?

                            
                            
                            
            
                

                
                    
                        a. All alternatives are correct.
                    
                    

                    
            
            
                

                
                    
                        b. Cognitive and metacognitive study skills.
                    
                    

                    
            
            
                

                
                    
                        c. Procedural or organisational study skills.
                    
                    

                    
            
            
                

                
                    
                        d. Repetition- or rehearsal-based study skills.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        5 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                5. Twenty-first century learning skills do NOT include:

                            
                            
                            
            
                

                
                    
                        a. Fine motor skills.
                    
                    

                    
            
            
                

                
                    
                        b. Communicating (including digital literacy), collaborating, and citizenship.
                    
                    

                    
            
            
                

                
                    
                        c. Creative thinking and problem solving.
                    
                    

                    
            
            
                

                
                    
                        d. Critical thinking
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        6 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                6. A child shows intrinsic motivation when:

                            
                            
                            
            
                

                
                    
                        a. The child does what the teacher says she or he should do.
                    
                    

                    
            
            
                

                
                    
                        b. Interested in earning a reward from an external source.
                    
                    

                    
            
            
                

                
                    
                        c. The child thinks “I like to read because I want to know more about animals.”
                    
                    

                    
            
            
                

                
                    
                        d. The child thinks “I will practice reading because I will get a good grade.”
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        7 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                7. In teaching motor and visuo-motor skills, it is  important to:

                            
                            
                            
            
                

                
                    
                        a. Use visual demonstrations with instructions whenever possible.
                    
                    

                    
            
            
                

                
                    
                        b. Keep practice sessions short but frequent.
                    
                    

                    
            
            
                

                
                    
                        c. All alternatives are correct.
                    
                    

                    
            
            
                

                
                    
                        d. Give praise, encouragement, and feedback.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        8 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                8. Which one is NOT true? Listening skills...

                            
                            
                            
            
                

                
                    
                        a. Are  very important skills in learning new motor skills. 
                    
                    

                    
            
            
                

                
                    
                        b. Are fundamental for the development of social and relational skills in the school context. 
                    
                    

                    
            
            
                

                
                    
                        c. Play a key role in literacy success and the development of numerous other language skills.
                    
                    

                    
            
            
                

                
                    
                        d. And academic success or knowledge are closely connected since listening is an important skill children use to process and acquire information.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        9 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                9. Which one of these is NOT related to rapid naming problems?

                            
                            
                            
            
                

                
                    
                        a. A child reads fluently, but makes many errors in reading.
                    
                    

                    
            
            
                

                
                    
                        b. Learning the letters is laborious even when phonological skills are intact.
                    
                    

                    
            
            
                

                
                    
                        c. A child uses “empty words” or very general words like “that thing.”
                    
                    

                    
            
            
                

                
                    
                        d. A child learns to read accurately, but the reading is slow and laborious.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        10 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                10. To become a good reader, it is important that a child:

                            
                            
                            
            
                

                
                    
                        a. Repeats the words the teacher reads.
                    
                    

                    
            
            
                

                
                    
                        b. Knows letters and corresponding letter-sounds and be able to blend them into syllables and words.
                    
                    

                    
            
            
                

                
                    
                        c. Learns letter names.
                    
                    

                    
            
            
                

                
                    
                        d. Learn to recognize words as a whole.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        11 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                11. Multiliteracy pedagogy acknowledges learners:

                            
                            
                            
            
                

                
                    
                        a. As receivers of information. 
                    
                    

                    
            
            
                

                
                    
                        b. As active originators of meanings in the learning process. 
                    
                    

                    
            
            
                

                
                    
                        c. As learners who learn new information by reading.
                    
                    

                    
            
            
                

                
                    
                        d. As passive learners. 
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        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:

                            
                            
                            
            
                

                
                    
                        a. Increased career opportunities.
                    
                    

                    
            
            
                

                
                    
                        b. Increased intelligence.
                    
                    

                    
            
            
                

                
                    
                        c. Increased linguistic recognition.
                    
                    

                    
            
            
                

                
                    
                        d. Enhanced communication skills.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        13 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                13. Which of the following is NOT a level at which phonological awareness is taught?

                            
                            
                            
            
                

                
                    
                        a. Syllable level.
                    
                    

                    
            
            
                

                
                    
                        b. Phoneme level.
                    
                    

                    
            
            
                

                
                    
                        c. Word level.
                    
                    

                    
            
            
                

                
                    
                        d. Bi-syllable level.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        14 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                14. Which of these is NOT a metalinguistic skill?

                            
                            
                            
            
                

                
                    
                        a. Morphological awareness.
                    
                    

                    
            
            
                

                
                    
                        b. Orthographic knowledge.
                    
                    

                    
            
            
                

                
                    
                        c. Reading fluency.
                    
                    

                    
            
            
                

                
                    
                        d. Phonological awareness.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        15 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                15. Which of the following is NOT a reading comprehension skill?

                            
                            
                            
            
                

                
                    
                        a. Decoding. 
                    
                    

                    
            
            
                

                
                    
                        b. Fluency. 
                    
                    

                    
            
            
                

                
                    
                        c. Attitude. 
                    
                    

                    
            
            
                

                
                    
                        d. Reasoning. 
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        16 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                16. Which of the following activities would be most appropriate for introducing pre-primary learners (5-6 year old children) to the alphabetic principle?

                            
                            
                            
            
                

                
                    
                        a. Reciting a list of learners’ names and having learners raise their hands when they hear a name that begins with a specific sound.
                    
                    

                    
            
            
                

                
                    
                        b. Posting learners’ names on a wall and having learners whose names contain a certain letter come to the front of the room.
                    
                    

                    
            
            
                

                
                    
                        c. Writing a learner’s name on the board and having learners sound out the name by blending the letters.
                    
                    

                    
            
            
                

                
                    
                        d. Saying a learner’s name and having learners clap the number of syllables they hear in the name.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        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?

                            
                            
                            
            
                

                
                    
                        a. “Clap your hands for every beat you hear in the word umbrella.”
                    
                    

                    
            
            
                

                
                    
                        b. “Can you think of a word that rhymes with the word cat?”
                    
                    

                    
            
            
                

                
                    
                        c. “What sound does the letter D make?”
                    
                    

                    
            
            
                

                
                    
                        d. “Say the first sound you hear in the word ball.”
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        18 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                18. Emotional support in teaching means that:

                            
                            
                            
            
                

                
                    
                        a. The teacher tells children how to feel.
                    
                    

                    
            
            
                

                
                    
                        b. The teacher ignores crying children.
                    
                    

                    
            
            
                

                
                    
                        c. The teacher teaches emotional skills to the children.
                    
                    

                    
            
            
                

                
                    
                        d. The teacher is sensitive to students’ needs.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        19 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                19. Choose the correct process for teaching productive writing:

                            
                            
                            
            
                

                
                    
                        a. Reviewing, drafting, planning, publishing, reviewing.
                    
                    

                    
            
            
                

                
                    
                        b. Drafting, planning, revising, reviewing, publishing.
                    
                    

                    
            
            
                

                
                    
                        c. Publishing, revising, reviewing, drafting, planning.
                    
                    

                    
            
            
                

                
                    
                        d. Planning, drafting, reviewing, revising, publishing.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        20 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                20. Who chooses the appropriate learning time for adult learners?

                            
                            
                            
            
                

                
                    
                        a. The learners together with their teachers.
                    
                    

                    
            
            
                

                
                    
                        b. Teachers.
                    
                    

                    
            
            
                

                
                    
                        c. The learners themselves.
                    
                    

                    
            
            
                

                
                    
                        d. The Ministry of Education.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        21 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                21. When assessing reading in transparent languages: 

                            
                            
                            
            
                

                
                    
                        a. Reading fluency is not a relevant measure when assessing reading. 
                    
                    

                    
            
            
                

                
                    
                        b. Reading fluency is almost the same as reading accuracy.
                    
                    

                    
            
            
                

                
                    
                        c. Reading fluency is very useful when defining reading disabilities.
                    
                    

                    
            
            
                

                
                    
                        d. Reading fluency is not connected to reading disabilities.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        22 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                22. When assessing reading and spelling: 

                            
                            
                            
            
                

                
                    
                        a. The assessment should include only real words.
                    
                    

                    
            
            
                

                
                    
                        b. The assessment should include only word reading lists made by the teacher.
                    
                    

                    
            
            
                

                
                    
                        c. The assessment should include letter knowledge and phoneme awareness.
                    
                    

                    
            
            
                

                
                    
                        d. The assessment should include a rapid spelling test.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        23 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                23. When beginning to teach a new phoneme, it is useful to tell a story because:

                            
                            
                            
            
                

                
                    
                        a. Parents like to hear stories from school.
                    
                    

                    
            
            
                

                
                    
                        b. Teachers like to tell stories.
                    
                    

                    
            
            
                

                
                    
                        c. Children can associate familiar matters with the new phoneme.
                    
                    

                    
            
            
                

                
                    
                        d. Children like to hear nice stories.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        24 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                24. Phonics-based instruction:

                            
                            
                            
            
                

                
                    
                        a. Is very useful for children with reading difficulties.
                    
                    

                    
            
            
                

                
                    
                        b. Includes five steps that are repeated.
                    
                    

                    
            
            
                

                
                    
                        c. Is recommended, especially for non-transparent languages like English.
                    
                    

                    
            
            
                

                
                    
                        d. Does not have a syllable level.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        25 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                25. After the first school year, the best predictor of spelling skill in transparent languages is:

                            
                            
                            
            
                

                
                    
                        a. Reading skill development.
                    
                    

                    
            
            
                

                
                    
                        b. Letter-sound knowledge.
                    
                    

                    
            
            
                

                
                    
                        c. Phonological awareness.
                    
                    

                    
            
            
                

                
                    
                        d. Visuo-motor skills.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        26 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                26. Reading comprehension can be developed as follows:

                            
                            
                            
            
                

                
                    
                        a. Encourage children to tell the class about an incident that happened to them.
                    
                    

                    
            
            
                

                
                    
                        b. Let children identify high frequency words.
                    
                    

                    
            
            
                

                
                    
                        c. Focus on the spelling of new vocabulary words.
                    
                    

                    
            
            
                

                
                    
                        d. Show children the title of the book, read the title, and ask the children to say what they think will happen in the story.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        27 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                27. Which of the following is not beneficial for listening to stories?

                            
                            
                            
            
                

                
                    
                        a. Increased vocabulary range.
                    
                    

                    
            
            
                

                
                    
                        b. Listening and concentration enhancement.
                    
                    

                    
            
            
                

                
                    
                        c. Playing any mobile games. 
                    
                    

                    
            
            
                

                
                    
                        d. Acquisition of literacy skills, such as speaking.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        28 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                28.  Which of the following is NOT regarded as a literacy activity for young children?

                            
                            
                            
            
                

                
                    
                        a. Singing.
                    
                    

                    
            
            
                

                
                    
                        b. Telling the class about things they experienced.
                    
                    

                    
            
            
                

                
                    
                        c. Listening to stories and drawing pictures.
                    
                    

                    
            
            
                

                
                    
                        d. Playing random action games on a cell phone or tablet.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        29 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                29. Apps for reading development

                            
                            
                            
            
                

                
                    
                        a. Do not encourage children to read. 
                    
                    

                    
            
            
                

                
                    
                        b. Provide reading materials for different reading skill levels.
                    
                    

                    
            
            
                

                
                    
                        c. Provide stories in English only.
                    
                    

                    
            
            
                

                
                    
                        d. Require that the child be a skilled reader.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        30 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                30. A benefit of using messaging apps (e.g.WhatsApp) in teaching is:

                            
                            
                            
            
                

                
                    
                        a. All alternatives are correct.
                    
                    

                    
            
            
                

                
                    
                        b. Groups can be created to share relevant information.
                    
                    

                    
            
            
                

                
                    
                        c. Everybody has an access to it also with older mobile phones
                    
                    

                    
            
            
                

                
                    
                        d. Curriculum requires teachers to use messaging apps in teaching.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        31 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                31. We can say that a child has dyslexia or a reading disability when we are sure that:

                            
                            
                            
            
                

                
                    
                        a. The child has been in school and recieved adequate instruction in reading.
                    
                    

                    
            
            
                

                
                    
                        b. All alternatives are correct.
                    
                    

                    
            
            
                

                
                    
                        c. The child speaks the language used in reading instruction.
                    
                    

                    
            
            
                

                
                    
                        d. The child has no visual impairment.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        32 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                32. A reading disorder is a developmental disorder that is characterised by reading achievement (i.e., accuracy, speed, and comprehension) being significantly below standards expected for which of the following:

                            
                            
                            
            
                

                
                    
                        a. Chronological age.
                    
                    

                    
            
            
                

                
                    
                        b. Schooling experience.
                    
                    

                    
            
            
                

                
                    
                        c. All alternatives are correct.
                    
                    

                    
            
            
                

                
                    
                        d. Level of cognitive skills.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        33 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                33. Which of the following is INCORRECT based on research? Fundamental principles for interventions for word-level reading difficulties include:

                            
                            
                            
            
                

                
                    
                        a. Teaching phonics explicitly in the context of a multicomponent, integrated instructional program
                    
                    

                    
            
            
                

                
                    
                        b. Reliance on explicit instruction on letter–sound connections. 
                    
                    

                    
            
            
                

                
                    
                        c. Intensive monitoring of the development of reading skills. 
                    
                    

                    
            
            
                

                
                    
                        d. The instructional-level of the reading material is not important in word-level reading instruction.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        34 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                34. Based on research, we know that the most effective intervention for reading difficulties is:

                            
                            
                            
            
                

                
                    
                        a. Teaching children to repeat words the teacher reads aloud.
                    
                    

                    
            
            
                

                
                    
                        b. Copying written words.
                    
                    

                    
            
            
                

                
                    
                        c. Teaching children to remember whole words.
                    
                    

                    
            
            
                

                
                    
                        d. Systematic phonics-based instruction.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        35 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                35. Based on research, which of these statements is NOT true? 

                            
                            
                            
            
                

                
                    
                        a. All poor readers have similar kinds of difficulties in reading.
                    
                    

                    
            
            
                

                
                    
                        b. Most poor readers have a combination of difficulties in different aspects of reading skills.
                    
                    

                    
            
            
                

                
                    
                        c. Some poor readers struggle to read fluently.
                    
                    

                    
            
            
                

                
                    
                        d. Some poor readers have problems in learning the new words accurately.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        36 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                36. In learning to read, it is most important that a child:

                            
                            
                            
            
                

                
                    
                        a. Learns to draw letter forms. 
                    
                    

                    
            
            
                

                
                    
                        b. Remembers words as a whole.
                    
                    

                    
            
            
                

                
                    
                        c. Learns the letter names.
                    
                    

                    
            
            
                

                
                    
                        d. Learns letter-sound correspondences. 
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        37 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                37. Spoken language skills:

                            
                            
                            
            
                

                
                    
                        a. Are not important in learning to read.
                    
                    

                    
            
            
                

                
                    
                        b. Form the foundation for learning to read.
                    
                    

                    
            
            
                

                
                    
                        c. Are not necessary in learning to spell. 
                    
                    

                    
            
            
                

                
                    
                        d. Have only a very limited effect on learning to read.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        38 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                38. Based on neuroimaging studies:

                            
                            
                            
            
                

                
                    
                        a. There is only one reading centre in the brain.
                    
                    

                    
            
            
                

                
                    
                        b. The reading system in the brain is different in beginner readers and fluent readers.
                    
                    

                    
            
            
                

                
                    
                        c. We don’t know which parts of the brain are activated during reading.
                    
                    

                    
            
            
                

                
                    
                        d. The whole brain is activated when we read. 
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        39 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                39. The orthographic structure of a language is:

                            
                            
                            
            
                

                
                    
                        a. Something that is not important in spelling and writing.
                    
                    

                    
            
            
                

                
                    
                        b. A set of conventions for the writing of the language.
                    
                    

                    
            
            
                

                
                    
                        c. The visual forms of the letters in the language.
                    
                    

                    
            
            
                

                
                    
                        d. The letter names in the language.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        40 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                40. The most prominent characteristic of reading disability (dyslexia) is:

                            
                            
                            
            
                

                
                    
                        a. Attention problems.
                    
                    

                    
            
            
                

                
                    
                        b. Struggles with word reading.
                    
                    

                    
            
            
                

                
                    
                        c. Poor text comprehension. 
                    
                    

                    
            
            
                

                
                    
                        d. Problems in visual perception.
                    
                    

                    
            
                            
                            
                            
                            
                            
                            
                            
                        
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

            
            
Your score is 

                0%
Teacher Certification

eTALE Literacy

eTALE Maths

eTALE Early Childhood Education

Contact

Citation
