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

                            
                            
                            
            
                

                
                    
                        a. Codebreaker (using phonics, context, and grammar cues).
                    
                    

                    
            
            
                

                
                    
                        b. Repeater (learning by heart)
                    
                    

                    
            
            
                

                
                    
                        c. Text participant (making meaning, relating information).
                    
                    

                    
            
            
                

                
                    
                        d. Text user (applying reading skills for authentic purposes).
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        2 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                2. The method of promoting the development of phonemic awareness in young children is:

                            
                            
                            
            
                

                
                    
                        a. Teaching sounds with corresponding letter names.
                    
                    

                    
            
            
                

                
                    
                        b. Teaching short vowel phonics.
                    
                    

                    
            
            
                

                
                    
                        c. Counting how many words make up a specific sentence.
                    
                    

                    
            
            
                

                
                    
                        d. Teaching rhyming words and syllables.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        3 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                3.  Phonological awareness means:

                            
                            
                            
            
                

                
                    
                        a. The ability to count the number of words correctly.
                    
                    

                    
            
            
                

                
                    
                        b. The ability to spell and read words correctly.
                    
                    

                    
            
            
                

                
                    
                        c. Naming letters in alphabetical order.
                    
                    

                    
            
            
                

                
                    
                        d. Identifying the sounds, syllables, and words of the language.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        4 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                4.  Which of these does NOT make a child a good reader?

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. Practising reading every day.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. Fine motor skills.
                    
                    

                    
            
            
                

                
                    
                        c. Critical thinking
                    
                    

                    
            
            
                

                
                    
                        d. Creative thinking and problem solving.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        6 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                6. You can get a child to pay attention:

                            
                            
                            
            
                

                
                    
                        a. By incorporating movement and physical activity into your lessons.
                    
                    

                    
            
            
                

                
                    
                        b. All alternatives are correct.
                    
                    

                    
            
            
                

                
                    
                        c. By teaching at the appropriate difficulty level.
                    
                    

                    
            
            
                

                
                    
                        d. By being clear in your expectations.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. Give praise, encouragement, and feedback.
                    
                    

                    
            
            
                

                
                    
                        b. Keep practice sessions short but frequent.
                    
                    

                    
            
            
                

                
                    
                        c. Use visual demonstrations with instructions whenever possible.
                    
                    

                    
            
            
                

                
                    
                        d. All alternatives are correct.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        8 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                8. Based on research, which of the following is NOT an important sub-skill of listening skills?

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. Fine motor skills.  
                    
                    

                    
            
            
                

                
                    
                        c. Knowledge such as background knowledge or world knowledge.
                    
                    

                    
            
            
                

                
                    
                        d. Comprehension monitoring.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        9 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                9. 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.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        10 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                10. 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.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. As learners who learn new information by reading.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        c. As passive learners. 
                    
                    

                    
            
            
                

                
                    
                        d. As receivers of information. 
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        12 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                12. Which of these is NOT a metalinguistic skill?

                            
                            
                            
            
                

                
                    
                        a. Phonological awareness.
                    
                    

                    
            
            
                

                
                    
                        b. Reading fluency.
                    
                    

                    
            
            
                

                
                    
                        c. Morphological awareness.
                    
                    

                    
            
            
                

                
                    
                        d. Orthographic knowledge.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        13 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                13. Steps of teaching reading comprehension when the child masters the basic reading skills.

                            
                            
                            
            
                

                
                    
                        a. During-reading, vocabulary, pre-reading, post-reading.
                    
                    

                    
            
            
                

                
                    
                        b. Picture walk, during-reading, pre-reading, post-reading. 
                    
                    

                    
            
            
                

                
                    
                        c. Pre-reading, during-reading, post-reading. 
                    
                    

                    
            
            
                

                
                    
                        d. Picture walk, during-reading, pre-reading, post-reading. 
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        14 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                14. 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. Saying a learner’s name and having learners clap the number of syllables they hear in the name.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        15 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                15. 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. “What sound does the letter D make?”
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        16 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                16. A pre-primary school teacher orally presents learners with pairs of words (e.g., buy/tie, see/saw) and has learners identify whether the words rhyme or not. Next, she says a list of one-syllable words and asks learners to point to a part of the body that rhymes with each word (e.g., the teacher says bed, and the learners point to their heads). These activities promote learners’ reading development primarily by:

                            
                            
                            
            
                

                
                    
                        a. Enriching their vocabulary.
                    
                    

                    
            
            
                

                
                    
                        b. Expanding their understanding of the alphabetic principle.
                    
                    

                    
            
            
                

                
                    
                        c. Promoting their development of phonological awareness.
                    
                    

                    
            
            
                

                
                    
                        d. Improving their word decoding skills.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        17 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                17. Which of the following best describes the role of phonics in a research-based primary-school reading program in local languages?

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        18 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                18. Teacher-directed teaching means that:

                            
                            
                            
            
                

                
                    
                        a. The teacher uses drill-and-practice methods in teaching basic academics.
                    
                    

                    
            
            
                

                
                    
                        b. The teacher punishes the children when they behave badly.
                    
                    

                    
            
            
                

                
                    
                        c. The teacher does not use group work in teaching basic academics.
                    
                    

                    
            
            
                

                
                    
                        d. The teacher shouts at the children when they do not study basic academics enough.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        19 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                19. A teacher needs to inspire and encourage learners to generate ideas for what they want to write by:

                            
                            
                            
            
                

                
                    
                        a. All alternatives are correct.
                    
                    

                    
            
            
                

                
                    
                        b. Responding to learners ideas.
                    
                    

                    
            
            
                

                
                    
                        c. Motivating and provoking.
                    
                    

                    
            
            
                

                
                    
                        d. Demonstrating. 
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        20 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                20. Which of these allows writers to write content that is readable and understandable? 

                            
                            
                            
            
                

                
                    
                        a. Punctuation.
                    
                    

                    
            
            
                

                
                    
                        b. All alternatives are correct.
                    
                    

                    
            
            
                

                
                    
                        c. Grammar.
                    
                    

                    
            
            
                

                
                    
                        d. Spelling.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. Writing builds distance between the writer and reader.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        22 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                22.    How can you help adult learners become fluent in reading?

                            
                            
                            
            
                

                
                    
                        a. By giving them reading tests.
                    
                    

                    
            
            
                

                
                    
                        b. By providing them with reading materials relevant to their interests.
                    
                    

                    
            
            
                

                
                    
                        c. None of the options.
                    
                    

                    
            
            
                

                
                    
                        d. By putting them in competition with young readers.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        23 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                23. Why do not adult learners spend all day learning, as children do?

                            
                            
                            
            
                

                
                    
                        a. Because they have other obligations.
                    
                    

                    
            
            
                

                
                    
                        b. None of the options.
                    
                    

                    
            
            
                

                
                    
                        c. Because they are forced to learn.
                    
                    

                    
            
            
                

                
                    
                        d. Because they are slow learners.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        24 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                24. Why does teaching adult learners require special skills?

                            
                            
                            
            
                

                
                    
                        a. Because they are special.
                    
                    

                    
            
            
                

                
                    
                        b. Because their age makes them behave in a different manner.
                    
                    

                    
            
            
                

                
                    
                        c. Because they are intelligent.
                    
                    

                    
            
            
                

                
                    
                        d. Because they are slow learners.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        25 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                25. When assessing reading in transparent languages: 

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. Reading fluency is not connected to reading disabilities.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        26 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                26. When supporting text composition:

                            
                            
                            
            
                

                
                    
                        a. Spelling exercises are not needed.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. Different writing strategies are useful.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        27 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                27. When comparing handwriting and typing:

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        28 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                28.  Which of the following is NOT a psychological benefit of listening to stories?

                            
                            
                            
            
                

                
                    
                        a. Developing emotional wellbeing.
                    
                    

                    
            
            
                

                
                    
                        b. Developing visual perceptual skills. 
                    
                    

                    
            
            
                

                
                    
                        c. Developing imagination.
                    
                    

                    
            
            
                

                
                    
                        d. Gaining knowledge about new things and new words.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        29 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                29.  Which of the following is NOT a good way to teach phonics?

                            
                            
                            
            
                

                
                    
                        a. Tell a story that focuses on the phonic of the day, what it looks like, and how to write it.
                    
                    

                    
            
            
                

                
                    
                        b. Learners bring objects, say the beginning sound of each object, and identify the letter.
                    
                    

                    
            
            
                

                
                    
                        c. Show a letter and tell the learners what it is; learners repeat it ten times in chorus.
                    
                    

                    
            
            
                

                
                    
                        d. Teach the letter names and then the sounds they make in words. 
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        30 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                30. Blended learning is:

                            
                            
                            
            
                

                
                    
                        a. The integration of the theme, for example, plants, is integrated in each relevant school subject.
                    
                    

                    
            
            
                

                
                    
                        b. The integration of reading and writing.
                    
                    

                    
            
            
                

                
                    
                        c. The integration of teacher led learning and learner co-operative learning. 
                    
                    

                    
            
            
                

                
                    
                        d. The integration of face-to-face instruction and online learning.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        31 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                31. In learning to read, it is important that:

                            
                            
                            
            
                

                
                    
                        a. The teacher uses proper teaching methods.
                    
                    

                    
            
            
                

                
                    
                        b. The teacher knows the local languages of the pupils in the class.
                    
                    

                    
            
            
                

                
                    
                        c. The teacher inspires children to read
                    
                    

                    
            
            
                

                
                    
                        d. All alternatives are correct.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        32 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                32. Part-time special education in grades one and two:

                            
                            
                            
            
                

                
                    
                        a. Does not help children with reading difficulties.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. Seeing.
                    
                    

                    
            
            
                

                
                    
                        b. Using multiple senses (multisensory approach).
                    
                    

                    
            
            
                

                
                    
                        c. Hearing.
                    
                    

                    
            
            
                

                
                    
                        d. Touching.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        34 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                34. Based on research, which of these statements is INCORRECT. Intensity of reading instruction and intervention can be increased by:

                            
                            
                            
            
                

                
                    
                        a. Decreasing group size (whole-class, small group, one-to-one).
                    
                    

                    
            
            
                

                
                    
                        b. Providing explicit instruction. 
                    
                    

                    
            
            
                

                
                    
                        c. Increasing the extent of the intervention (number of hours).
                    
                    

                    
            
            
                

                
                    
                        d. Allowing the child to practice independently most of the time.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        35 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                35. Which of the following is the most effective method for improving literacy in children and adolescents with reading difficulties?

                            
                            
                            
            
                

                
                    
                        a. Using auditory training.
                    
                    

                    
            
            
                

                
                    
                        b. Use of coloured lenses.
                    
                    

                    
            
            
                

                
                    
                        c. Systematic instruction of letter–sound correspondences and decoding. 
                    
                    

                    
            
            
                

                
                    
                        d. Teaching whole and sight words.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        36 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                36. Effective interventions for students with learning difficulties typically: 

                            
                            
                            
            
                

                
                    
                        a. Do engage in reading instructional-level materials.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        c. Do not focus on academic skills.
                    
                    

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        37 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                37. The main idea of a multi-tiered system of support in instruction is that:

                            
                            
                            
            
                

                
                    
                        a. Children with learning disabilities are taught in special classes.
                    
                    

                    
            
            
                

                
                    
                        b. Children with different kinds of learning difficulties are separated into different teaching groups.
                    
                    

                    
            
            
                

                
                    
                        c. Interventions are layered as a continuum, for example, into three levels of intensiveness.
                    
                    

                    
            
            
                

                
                    
                        d. Many different approaches are used to support children who struggle in learning.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        38 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                38. A precise estimate of the prevalence of dyslexia in any population is:

                            
                            
                            
            
                

                
                    
                        a. 30–50%
                    
                    

                    
            
            
                

                
                    
                        b. 4–6%
                    
                    

                    
            
            
                

                
                    
                        c. 1%
                    
                    

                    
            
            
                

                
                    
                        d. 0.5%
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        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. There is only one reading centre in the brain.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. The whole brain is activated when we read. 
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        40 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                40. 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 letter names in the language.
                    
                    

                    
            
            
                

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

                    
            
                            
                            
                            
                            
                            
                            
                            
                        
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

            
            
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