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. The best literacy teaching method for beginning reading is:

    2 / 40

    Category: Literacy learning

    2. The method of promoting the development of phonemic awareness in young children is:

    3 / 40

    Category: Literacy learning

    3. To identify sounds of word helps learners to:

    4 / 40

    Category: Literacy learning

    4. Phonological awareness means:

    5 / 40

    Category: Literacy learning

    5. Which of these is NOT part of the executive functions of the brain?

    6 / 40

    Category: Literacy learning

    6. Development of voluntary attention:

    7 / 40

    Category: Literacy learning

    7. In teaching motor and visuo-motor skills, it is important to:

    8 / 40

    Category: Literacy learning

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

    9 / 40

    Category: Literacy learning

    9. Children do NOT need working memory when:

    10 / 40

    Category: Literacy learning

    10. Rapid naming means:

    11 / 40

    Category: Literacy teaching

    11. Multiliteracy pedagogy stresses the need for language and literacy education to take into account:

    12 / 40

    Category: Literacy teaching

    12. Multilingualism:

    13 / 40

    Category: Literacy teaching

    13. Metalinguistic awareness and development begins:

    14 / 40

    Category: Literacy teaching

    14. Which of these is NOT a metalinguistic skill?

    15 / 40

    Category: Literacy teaching

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

    16 / 40

    Category: Literacy teaching

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

    17 / 40

    Category: Literacy teaching

    17. Which of the following teacher prompts would be most appropriate to use to promote pre-primary learners’ (5-6 year old children) phonemic awareness skills?

    18 / 40

    Category: Literacy teaching

    18. 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:

    19 / 40

    Category: Literacy teaching

    19. Which of the following best describes the role of phonics in a research-based primary-school reading program in local languages?

    20 / 40

    Category: Literacy teaching

    20. Emotional support in teaching means that:

    21 / 40

    Category: Literacy teaching

    21. Teaching through interaction means that:

    22 / 40

    Category: Literacy teaching

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

    23 / 40

    Category: Literacy teaching

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

    24 / 40

    Category: Literacy teaching

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

    25 / 40

    Category: Literacy teaching

    25. When beginning to teach a new phoneme, it is useful to tell a story because:

    26 / 40

    Category: Literacy teaching

    26. Phonics-based instruction:

    27 / 40

    Category: Literacy teaching

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

    28 / 40

    Category: Literacy teaching

    28. When spelling in transparent languages (e.g., bantu languages):

    29 / 40

    Category: Literacy teaching

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

    30 / 40

    Category: Literacy teaching

    30. ICT is integrated into reading instruction when:

    31 / 40

    Category: Reading difficulties

    31. To preventing reading difficulties:

    32 / 40

    Category: Reading difficulties

    32. Part-time special education in grades one and two:

    33 / 40

    Category: Reading difficulties

    33. 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:

    34 / 40

    Category: Reading difficulties

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

    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?

    36 / 40

    Category: Reading difficulties

    36. Effective interventions for students with learning difficulties typically:

    37 / 40

    Category: Reading difficulties

    37. Which of the following is NOT included in Fletcher’s general principles of instruction for children with learning difficulties:

    38 / 40

    Category: Reading difficulties

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

    39 / 40

    Category: Reading difficulties

    39. In learning to read, it is most important that a child:

    40 / 40

    Category: Reading difficulties

    40. Spoken language skills:

    Your score is

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