Teacher Certification

    Background

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

    How to start?

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

    How to do the test?

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

    What if I do not get 70% in pretest?

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

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

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

    Ready? Let´s go!

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

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    Certification test

    Teacher certification test

    User data for teacher certification test

    1 / 40

    Category: Literacy learning

    1. Why is letter knowledge important for literacy development?

    2 / 40

    Category: Literacy learning

    2. To identify sounds of word helps learners to:

    3 / 40

    Category: Literacy learning

    3. Phonological awareness means:

    4 / 40

    Category: Literacy learning

    4. You can get a child to pay attention:

    5 / 40

    Category: Literacy learning

    5. Development of voluntary attention:

    6 / 40

    Category: Literacy learning

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

    7 / 40

    Category: Literacy learning

    7. Based on research, which of the following is NOT an important sub-skill of listening skills?

    8 / 40

    Category: Literacy learning

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

    9 / 40

    Category: Literacy learning

    9. Which one of these is NOT a good strategy to reduce working memory load when a child has problems with working memory?

    10 / 40

    Category: Literacy learning

    10. Children do NOT need working memory when:

    11 / 40

    Category: Literacy teaching

    11. Which of the following is an example of a semiotic system?

    12 / 40

    Category: Literacy teaching

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

    13 / 40

    Category: Literacy teaching

    13. Multiliteracy pedagogy acknowledges learners:

    14 / 40

    Category: Literacy teaching

    14. Monolingualism:

    15 / 40

    Category: Literacy teaching

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

    16 / 40

    Category: Literacy teaching

    16. Child-centred teaching has a positive effect on:

    17 / 40

    Category: Literacy teaching

    17. A teacher needs to inspire and encourage learners to generate ideas for what they want to write by:

    18 / 40

    Category: Literacy teaching

    18. Which of these allows writers to write content that is readable and understandable?

    19 / 40

    Category: Literacy teaching

    19. Choose the correct process for teaching productive writing:

    20 / 40

    Category: Literacy teaching

    20. When can adult learners begin to learn to read phrases and sentences?

    21 / 40

    Category: Literacy teaching

    21. Why do not adult learners spend all day learning, as children do?

    22 / 40

    Category: Literacy teaching

    22. Who chooses the appropriate learning time for adult learners?

    23 / 40

    Category: Literacy teaching

    23. Phonics-based instruction:

    24 / 40

    Category: Literacy teaching

    24. How should a teacher NOT help children with spelling difficulties?

    25 / 40

    Category: Literacy teaching

    25. Reading comprehension can be developed as follows:

    26 / 40

    Category: Literacy teaching

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

    27 / 40

    Category: Literacy teaching

    27. Apps for reading development

    28 / 40

    Category: Literacy teaching

    28. A benefit of using messaging apps (e.g.WhatsApp) in teaching is:

    29 / 40

    Category: Literacy teaching

    29. Blended learning is:

    30 / 40

    Category: Literacy teaching

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

    31 / 40

    Category: Reading difficulties

    31. To preventing reading difficulties:

    32 / 40

    Category: Reading difficulties

    32. For very young children, the reading environment in the home is strongly linked to their emergent literacy skills before entering school. Which of these is NOT an important aspect of the home literacy environment:

    33 / 40

    Category: Reading difficulties

    33. Based on research, which of these statements is INCORRECT concerning effective instruction for children with reading difficulties:

    34 / 40

    Category: Reading difficulties

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

    35 / 40

    Category: Reading difficulties

    35. Effective interventions for students with learning difficulties typically:

    36 / 40

    Category: Reading difficulties

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

    37 / 40

    Category: Reading difficulties

    37. Spoken language skills:

    38 / 40

    Category: Reading difficulties

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

    39 / 40

    Category: Reading difficulties

    39. In shallow and transparent orthographies:

    40 / 40

    Category: Reading difficulties

    40. The orthographic structure of a language is:

    Your score is

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