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

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

                        
                        
                        1 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                1. The best literacy teaching method for beginning reading is:

                            
                            
                            
            
                

                
                    
                        a. Phonics decoding (letter-sound correspondence).
                    
                    

                    
            
            
                

                
                    
                        b. A whole language approach (with a focus on reading for meaning).
                    
                    

                    
            
            
                

                
                    
                        c. Look-and-say (whole word vocabulary identification).
                    
                    

                    
            
            
                

                
                    
                        d. Integrated language arts (reading, writing, and correct spelling).
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        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. Expository texts that are too easy.
                    
                    

                    
            
            
                

                
                    
                        c. Using children's mother tongue in teaching.
                    
                    

                    
            
            
                

                
                    
                        d. Inappropriate teaching methods.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        3 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                3. A child shows intrinsic motivation when:

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        4 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                4. In teaching motor and visuo-motor skills, it is  important to:

                            
                            
                            
            
                

                
                    
                        a. Use visual demonstrations with instructions whenever possible.
                    
                    

                    
            
            
                

                
                    
                        b. Give praise, encouragement, and feedback.
                    
                    

                    
            
            
                

                
                    
                        c. All alternatives are correct.
                    
                    

                    
            
            
                

                
                    
                        d. Keep practice sessions short but frequent.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        5 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                5. Based on research, which of the following is NOT an important sub-skill of listening skills?

                            
                            
                            
            
                

                
                    
                        a. Fine motor skills.  
                    
                    

                    
            
            
                

                
                    
                        b. Comprehension monitoring.
                    
                    

                    
            
            
                

                
                    
                        c. Knowledge such as background knowledge or world knowledge.
                    
                    

                    
            
            
                

                
                    
                        d. Memory (working memory and long-term memory).
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        6 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                6. Which one is NOT true? Listening skills...

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        7 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                7. Children do NOT need working memory when:

                            
                            
                            
            
                

                
                    
                        a. Trying to remember spoken directions to a specific location.
                    
                    

                    
            
            
                

                
                    
                        b. Immediately repeating a number series, such as  3-6-2, after the teacher.
                    
                    

                    
            
            
                

                
                    
                        c. When remembering specific numbers and how they should be manipulated in different arithmetic and calculation tasks.
                    
                    

                    
            
            
                

                
                    
                        d. Remembering a password or telephone number.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        8 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                8. Which one of these is NOT related to rapid naming problems?

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        9 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                9. Rapid naming means:

                            
                            
                            
            
                

                
                    
                        a. The ability to fluently find the names of familiar items.
                    
                    

                    
            
            
                

                
                    
                        b. The rapid repeating of known words.
                    
                    

                    
            
            
                

                
                    
                        c. A child is very rapid in answering teachers’ questions.
                    
                    

                    
            
            
                

                
                    
                        d. How fluently and quickly a child speaks.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        10 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                10. In teaching vocabulary, it is important to:

                            
                            
                            
            
                

                
                    
                        a. All alternatives are correct. 
                    
                    

                    
            
            
                

                
                    
                        b. Offer several exposures.
                    
                    

                    
            
            
                

                
                    
                        c. Relate the vocabulary to prior knowledge.
                    
                    

                    
            
            
                

                
                    
                        d. Build relationships among words.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        11 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                11. Which of the following is NOT a dimension of multilingual pedagogy?

                            
                            
                            
            
                

                
                    
                        a. Critical instruction.
                    
                    

                    
            
            
                

                
                    
                        b. Overt instruction.
                    
                    

                    
            
            
                

                
                    
                        c. Transformed practise.
                    
                    

                    
            
            
                

                
                    
                        d. Situated practise.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        12 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                12. Multiliteracy pedagogy acknowledges learners:

                            
                            
                            
            
                

                
                    
                        a. As passive learners. 
                    
                    

                    
            
            
                

                
                    
                        b. As receivers of information. 
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. As learners who learn new information by reading.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        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:

                            
                            
                            
            
                

                
                    
                        a. Increased linguistic recognition.
                    
                    

                    
            
            
                

                
                    
                        b. Enhanced communication skills.
                    
                    

                    
            
            
                

                
                    
                        c. Increased career opportunities.
                    
                    

                    
            
            
                

                
                    
                        d. Increased intelligence.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        14 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                14. Metalinguistic awareness and development begins:

                            
                            
                            
            
                

                
                    
                        a. At birth.
                    
                    

                    
            
            
                

                
                    
                        b. In adolescence.
                    
                    

                    
            
            
                

                
                    
                        c. In adulthood.
                    
                    

                    
            
            
                

                
                    
                        d. In middle childhood.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        15 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                15. Which of the following activities would be most appropriate for introducing pre-primary learners (5-6 year old children) to the alphabetic principle?

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        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.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        16 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                16. Which of the following best describes the role of phonics in a research-based primary-school reading program in local languages?

                            
                            
                            
            
                

                
                    
                        a. Phonics should be the central focus of reading instruction until learners have achieved automatic recognition of high-frequency sight-words.
                    
                    

                    
            
            
                

                
                    
                        b. Phonics is an instructional strategy that should be used primarily as an intervention for learners who are experiencing reading difficulties.
                    
                    

                    
            
            
                

                
                    
                        c. Phonics is a key component of comprehensive reading instruction that supports learners’ development of fluency and comprehension.
                    
                    

                    
            
            
                

                
                    
                        d. Phonics is a reading technique that should be taught implicitly to learners who demonstrate specific needs in the area of decoding skills.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        17 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                17. Which of the following best describes the primary purpose and function of a classroom reading assessment?

                            
                            
                            
            
                

                
                    
                        a. To prepare learners for state standardised testing on reading by equipping them with a variety of test-taking strategies.
                    
                    

                    
            
            
                

                
                    
                        b. To evaluate the effectiveness of reading instruction by comparing the reading levels of specific groups of learners.
                    
                    

                    
            
            
                

                
                    
                        c. To provide instructional plans for reading by determining individual learners' ongoing reading needs.
                    
                    

                    
            
            
                

                
                    
                        d. To monitor learners' academic achievement in reading by measuring their mastery of the reading standards set by SACMEQ.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        18 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                18. Child-centred teaching has a positive effect on:

                            
                            
                            
            
                

                
                    
                        a. Children’s learning outcomes.
                    
                    

                    
            
            
                

                
                    
                        b. Children’s eating habits. 
                    
                    

                    
            
            
                

                
                    
                        c. Children’s hobbies.
                    
                    

                    
            
            
                

                
                    
                        d. Children’s sleep habits.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        19 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                19. Which of these allows writers to write content that is readable and understandable? 

                            
                            
                            
            
                

                
                    
                        a. Punctuation.
                    
                    

                    
            
            
                

                
                    
                        b. All alternatives are correct.
                    
                    

                    
            
            
                

                
                    
                        c. Spelling.
                    
                    

                    
            
            
                

                
                    
                        d. Grammar.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        20 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                20. Choose the correct process for teaching productive writing:

                            
                            
                            
            
                

                
                    
                        a. Publishing, revising, reviewing, drafting, planning.
                    
                    

                    
            
            
                

                
                    
                        b. Planning, drafting, reviewing, revising, publishing.
                    
                    

                    
            
            
                

                
                    
                        c. Drafting, planning, revising, reviewing, publishing.
                    
                    

                    
            
            
                

                
                    
                        d. Reviewing, drafting, planning, publishing, reviewing.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        21 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                21. Which of the following statements about the importance of teaching productive writing is FALSE?

                            
                            
                            
            
                

                
                    
                        a. b.	Learners can improve their writing ability by expressing their thoughts to other people.
                    
                    

                    
            
            
                

                
                    
                        b. Learners learn how to use the components of language and improve their language skills.
                    
                    

                    
            
            
                

                
                    
                        c. Writing builds distance between the writer and reader.
                    
                    

                    
            
            
                

                
                    
                        d. Learners learn to correct their writing mistakes and perfect their writing skills. 
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        22 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                22. When assessing reading in transparent languages: 

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. Reading fluency is not connected to reading disabilities.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        23 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                23. When supporting text composition:

                            
                            
                            
            
                

                
                    
                        a. Spelling exercises are not needed.
                    
                    

                    
            
            
                

                
                    
                        b. Different writing strategies are useful.
                    
                    

                    
            
            
                

                
                    
                        c. It is recommended to start writing without any goal setting.
                    
                    

                    
            
            
                

                
                    
                        d. Making word lists is not an efficient way to proceed.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        24 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                24. How should a teacher NOT help children with spelling difficulties?

                            
                            
                            
            
                

                
                    
                        a. Have students write words and mark the spelling errors with a red pen.
                    
                    

                    
            
            
                

                
                    
                        b. Focus on self-correcting strategies.
                    
                    

                    
            
            
                

                
                    
                        c. Train students to have phonological awareness.
                    
                    

                    
            
            
                

                
                    
                        d. Train students to check spelling after writing.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        25 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                25. Developing good handwriting:

                            
                            
                            
            
                

                
                    
                        a. Is a fast process.
                    
                    

                    
            
            
                

                
                    
                        b. Requires many years of practice.
                    
                    

                    
            
            
                

                
                    
                        c. Is automatic and requires no special practice.
                    
                    

                    
            
            
                

                
                    
                        d. Requires little effort.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        26 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                26. When comparing handwriting and typing:

                            
                            
                            
            
                

                
                    
                        a. Typing seems to be more efficient when learning to read.
                    
                    

                    
            
            
                

                
                    
                        b. Sensory experiences in typing are more complex than in handwriting.
                    
                    

                    
            
            
                

                
                    
                        c. Typing supports the remembering of letters better than handwriting.
                    
                    

                    
            
            
                

                
                    
                        d. Handwriting activates engrams in the brain, which supports learning letters.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        27 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                27. After the first school year, the best predictor of spelling skill in transparent languages is:

                            
                            
                            
            
                

                
                    
                        a. Reading skill development.
                    
                    

                    
            
            
                

                
                    
                        b. Phonological awareness.
                    
                    

                    
            
            
                

                
                    
                        c. Visuo-motor skills.
                    
                    

                    
            
            
                

                
                    
                        d. Letter-sound knowledge.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        28 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                28. Which of the following is not beneficial for listening to stories?

                            
                            
                            
            
                

                
                    
                        a. Listening and concentration enhancement.
                    
                    

                    
            
            
                

                
                    
                        b. Increased vocabulary range.
                    
                    

                    
            
            
                

                
                    
                        c. Playing any mobile games. 
                    
                    

                    
            
            
                

                
                    
                        d. Acquisition of literacy skills, such as speaking.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. Do not encourage children to read. 
                    
                    

                    
            
            
                

                
                    
                        b. Provide stories in English only.
                    
                    

                    
            
            
                

                
                    
                        c. Provide reading materials for different reading skill levels.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        c. All alternatives are correct.
                    
                    

                    
            
            
                

                
                    
                        d. Groups can be created to share relevant information.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        31 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                31. Part-time special education in grades one and two:

                            
                            
                            
            
                

                
                    
                        a. Does not help children with reading difficulties.
                    
                    

                    
            
            
                

                
                    
                        b. Predicts faster skill development in children with reading and spelling difficulties.
                    
                    

                    
            
            
                

                
                    
                        c. Is not a reasonable way to use limited teaching resources.
                    
                    

                    
            
            
                

                
                    
                        d. Is not needed because some children may just have a delay in their learning to read.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        32 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                32. 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. The child speaks the language used in reading instruction.
                    
                    

                    
            
            
                

                
                    
                        c. The child has no visual impairment.
                    
                    

                    
            
            
                

                
                    
                        d. All alternatives are correct.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        33 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                33.  Which of the following modalities is the most beneficial in learning to read:

                            
                            
                            
            
                

                
                    
                        a. Hearing.
                    
                    

                    
            
            
                

                
                    
                        b. Touching.
                    
                    

                    
            
            
                

                
                    
                        c. Using multiple senses (multisensory approach).
                    
                    

                    
            
            
                

                
                    
                        d. Seeing.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        34 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                34. Which of the following is INCORRECT based on research? Fundamental principles for interventions for word-level reading difficulties include:

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. Intensive monitoring of the development of reading skills. 
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        35 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                35.  Based on research, which of these statements is INCORRECT concerning effective instruction for children with reading difficulties: 

                            
                            
                            
            
                

                
                    
                        a. Teaching is guided with independent practice and constructive feedback.
                    
                    

                    
            
            
                

                
                    
                        b. The teacher provides clear modelling, demonstrations, and explanations.
                    
                    

                    
            
            
                

                
                    
                        c. The teacher adapts instructions according to a child’s skill level. 
                    
                    

                    
            
            
                

                
                    
                        d. The teacher lets children learn to read independently.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        36 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                36. Based on research, which of the following is NOT true:

                            
                            
                            
            
                

                
                    
                        a. Learning to read, for children with a reading disability, is based on the same developmental steps as readers without a disability.
                    
                    

                    
            
            
                

                
                    
                        b. Learning to read, for children with a reading disability, is based on the same cognitive processes as readers without a disability.
                    
                    

                    
            
            
                

                
                    
                        c. A reading difficulty can be most successfully treated when identified early in development.
                    
                    

                    
            
            
                

                
                    
                        d. It does not matter if a reading disability is not recognised/identified. 
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        37 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                37. Effective interventions for students with learning difficulties typically: 

                            
                            
                            
            
                

                
                    
                        a. Do not focus on academic skills.
                    
                    

                    
            
            
                

                
                    
                        b. Do not continually monitor progress and adjust instruction or change programmes.
                    
                    

                    
            
            
                

                
                    
                        c. Do not increase instructional time, intensity, or differentiation.
                    
                    

                    
            
            
                

                
                    
                        d. Do engage in reading instructional-level materials.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        38 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                38. Based on research, which of these statements is NOT true? 

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. Some poor readers struggle to read fluently.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        39 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                39. Based on neuroimaging studies:

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. The whole brain is activated when we read. 
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        40 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                40. Based on genetic studies of dyslexia, we know that:

                            
                            
                            
            
                

                
                    
                        a. There is one gene that affects brain development and leads to a reading disability.
                    
                    

                    
            
            
                

                
                    
                        b. There is no single gene for reading disabilities.
                    
                    

                    
            
            
                

                
                    
                        c. Because reading disabilities have a genetic background, it is not possible to influence children through teaching. 
                    
                    

                    
            
            
                

                
                    
                        d. Reading disabilities do not run in families.
                    
                    

                    
            
                            
                            
                            
                            
                            
                            
                            
                        
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

            
            
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