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. What would be a good starting point for teaching letter sounds? 

                            
                            
                            
            
                

                
                    
                        a. Lower- and uppercase letter teaching depends on the counontry’s preferences.
                    
                    

                    
            
            
                

                
                    
                        b. First teach letter sounds that occur frequently in simple words.
                    
                    

                    
            
            
                

                
                    
                        c. Teach letter names and the sounds they make in words.
                    
                    

                    
            
            
                

                
                    
                        d. Teach short vowels before long vowels.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        2 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                2.  A transparent language has the following characteristics:

                            
                            
                            
            
                

                
                    
                        a. The words are clearly pronounced.
                    
                    

                    
            
            
                

                
                    
                        b. The phonemes/letter names and sounds of the language are consistent and do not change with the addition of other letters.
                    
                    

                    
            
            
                

                
                    
                        c. The language is easy to master as a second language.
                    
                    

                    
            
            
                

                
                    
                        d. The language does not have a complex grammar structure.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        3 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                3. The method of promoting the development of phonemic awareness in young children is:

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. Teaching short vowel phonics.
                    
                    

                    
            
            
                

                
                    
                        c. Teaching sounds with corresponding letter names.
                    
                    

                    
            
            
                

                
                    
                        d. Teaching rhyming words and syllables.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        4 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                4. Twenty-first century learning skills do NOT include:

                            
                            
                            
            
                

                
                    
                        a. Critical thinking
                    
                    

                    
            
            
                

                
                    
                        b. Creative thinking and problem solving.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. Fine motor skills.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        5 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                5. A common manifestation of weak cognitive or mental flexibility in children is NOT:

                            
                            
                            
            
                

                
                    
                        a. Talking or playing too loudly.
                    
                    

                    
            
            
                

                
                    
                        b. Getting stuck on one topic or activity.
                    
                    

                    
            
            
                

                
                    
                        c. Being upset by a change of plans.
                    
                    

                    
            
            
                

                
                    
                        d. Resistance to changes.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        6 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                6. To increase reading motivation, it is important that:

                            
                            
                            
            
                

                
                    
                        a. Learners understand the basics of reading to get positive feedback in learning situations at home and at school.
                    
                    

                    
            
            
                

                
                    
                        b. All alternatives are correct.
                    
                    

                    
            
            
                

                
                    
                        c. Teachers listen to the children’s needs and pay attention to their motivations so that their lessons can be successfully implemented.
                    
                    

                    
            
            
                

                
                    
                        d. Learners are allowed to choose the complementary books they want to read.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. Use visual demonstrations with instructions whenever possible.
                    
                    

                    
            
            
                

                
                    
                        b. Keep practice sessions short but frequent.
                    
                    

                    
            
            
                

                
                    
                        c. All alternatives are correct.
                    
                    

                    
            
            
                

                
                    
                        d. Give praise, encouragement, and feedback.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        8 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                8. Which one of these is NOT a good strategy to reduce working memory load when a child has problems with working memory?

                            
                            
                            
            
                

                
                    
                        a. Speak fast so that the child remembers.
                    
                    

                    
            
            
                

                
                    
                        b. Use pictures or comics, which may help children remember multistep instructions.
                    
                    

                    
            
            
                

                
                    
                        c. Try to combine new material with familiar material so that it is easy for children to remember.
                    
                    

                    
            
            
                

                
                    
                        d. Try to use short, simple sentences.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        9 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                9. Children do NOT need working memory when:

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. Remembering a password or telephone number.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        10 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                10. Which one of these is NOT related to rapid naming problems?

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. Transformed practise.
                    
                    

                    
            
            
                

                
                    
                        b. Situated practise.
                    
                    

                    
            
            
                

                
                    
                        c. Critical instruction.
                    
                    

                    
            
            
                

                
                    
                        d. Overt instruction.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        12 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                12. Bilingual education entails:

                            
                            
                            
            
                

                
                    
                        a. Education where content is conceived using English.
                    
                    

                    
            
            
                

                
                    
                        b. Education in which content is conceived of using a child’s mother language.
                    
                    

                    
            
            
                

                
                    
                        c. Education in which content is learned in and through at least two languages.
                    
                    

                    
            
            
                

                
                    
                        d. Education where languages are thought of as additional or optional subjects.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        13 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                13. Monolingualism:

                            
                            
                            
            
                

                
                    
                        a. Is synonymous with bilingualism.
                    
                    

                    
            
            
                

                
                    
                        b. Refers to the state of knowing or being able to use only one language in speech or written form. 
                    
                    

                    
            
            
                

                
                    
                        c. Is synonymous with multilingualism.
                    
                    

                    
            
            
                

                
                    
                        d. Refers to the state of knowing or being able to use only one language, at any given time, in speech or written form.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        14 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                14. A good way to teach morphological awareness is:

                            
                            
                            
            
                

                
                    
                        a. To ask the children to write dictated words.
                    
                    

                    
            
            
                

                
                    
                        b. To teach how different parts of words can be separated.
                    
                    

                    
            
            
                

                
                    
                        c. To ask the children to repeat text read by the teacher.
                    
                    

                    
            
            
                

                
                    
                        d. To teach children to spell words correctly.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        15 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                15. Steps of teaching reading comprehension when the child masters the basic reading skills.

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. Pre-reading, during-reading, post-reading. 
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        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. Promoting their development of phonological awareness.
                    
                    

                    
            
            
                

                
                    
                        b. Expanding their understanding of the alphabetic principle.
                    
                    

                    
            
            
                

                
                    
                        c. Improving their word decoding skills.
                    
                    

                    
            
            
                

                
                    
                        d. Enriching their vocabulary.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        17 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                17. Emotional support in teaching means that:

                            
                            
                            
            
                

                
                    
                        a. The teacher ignores crying children.
                    
                    

                    
            
            
                

                
                    
                        b. The teacher is sensitive to students’ needs.
                    
                    

                    
            
            
                

                
                    
                        c. The teacher tells children how to feel.
                    
                    

                    
            
            
                

                
                    
                        d. The teacher teaches emotional skills to the children.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        18 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                18. Teacher-directed teaching is beneficial: 

                            
                            
                            
            
                

                
                    
                        a. For learning social relations.
                    
                    

                    
            
            
                

                
                    
                        b. For having contact with the teacher.
                    
                    

                    
            
            
                

                
                    
                        c. For learning to play football.
                    
                    

                    
            
            
                

                
                    
                        d. For learning basic reading and mathematics.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        19 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                19. Teacher-directed teaching means that:

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        20 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                20. Child-centred teaching has a positive effect on:

                            
                            
                            
            
                

                
                    
                        a. Children’s learning outcomes.
                    
                    

                    
            
            
                

                
                    
                        b. Children’s hobbies.
                    
                    

                    
            
            
                

                
                    
                        c. Children’s eating habits. 
                    
                    

                    
            
            
                

                
                    
                        d. Children’s sleep habits.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        21 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                21. Child-centred teaching means that:

                            
                            
                            
            
                

                
                    
                        a. The teacher puts the child in the middle of the classroom.
                    
                    

                    
            
            
                

                
                    
                        b. The child sits between the teacher’s arms while learning.
                    
                    

                    
            
            
                

                
                    
                        c. The teacher is sensitive to the child’s needs in learning.
                    
                    

                    
            
            
                

                
                    
                        d. The child decides what she/he would like to learn.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        22 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                22. Choose the correct process for teaching productive writing:

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        23 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                23. Which of the following statements about the importance of teaching productive writing is FALSE?

                            
                            
                            
            
                

                
                    
                        a. Writing builds distance between the writer and reader.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        24 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                24. Who chooses the appropriate learning time for adult learners?

                            
                            
                            
            
                

                
                    
                        a. The Ministry of Education.
                    
                    

                    
            
            
                

                
                    
                        b. The learners together with their teachers.
                    
                    

                    
            
            
                

                
                    
                        c. The learners themselves.
                    
                    

                    
            
            
                

                
                    
                        d. Teachers.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        25 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                25.  How can you manage adult learners during literacy learning sessions?

                            
                            
                            
            
                

                
                    
                        a. By integrating emotion into lessons.
                    
                    

                    
            
            
                

                
                    
                        b. By giving them many tasks to accomplish.
                    
                    

                    
            
            
                

                
                    
                        c. Through corporal punishment.
                    
                    

                    
            
            
                

                
                    
                        d. By giving them difficult questions for discussion.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        26 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                26. Why does teaching adult learners require special skills?

                            
                            
                            
            
                

                
                    
                        a. Because they are slow learners.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        c. Because they are special.
                    
                    

                    
            
            
                

                
                    
                        d. Because they are intelligent.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        27 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                27. Phonics-based instruction:

                            
                            
                            
            
                

                
                    
                        a. Includes five steps that are repeated.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        c. Does not have a syllable level.
                    
                    

                    
            
            
                

                
                    
                        d. Is very useful for children with reading difficulties.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        28 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                28. How should a teacher NOT help children with spelling difficulties?

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. Focus on self-correcting strategies.
                    
                    

                    
            
            
                

                
                    
                        c. Train students to check spelling after writing.
                    
                    

                    
            
            
                

                
                    
                        d. Train students to have phonological awareness.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        29 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                29. After the first school year, the best predictor of spelling skill in transparent languages is:

                            
                            
                            
            
                

                
                    
                        a. Visuo-motor skills.
                    
                    

                    
            
            
                

                
                    
                        b. Phonological awareness.
                    
                    

                    
            
            
                

                
                    
                        c. Letter-sound knowledge.
                    
                    

                    
            
            
                

                
                    
                        d. Reading skill development.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        30 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                30. When spelling in transparent languages (e.g., bantu languages):

                            
                            
                            
            
                

                
                    
                        a. You need to know the letter-phoneme connections.
                    
                    

                    
            
            
                

                
                    
                        b. All alternatives are correct.
                    
                    

                    
            
            
                

                
                    
                        c. You need to know how to separate phonemes from syllables.
                    
                    

                    
            
            
                

                
                    
                        d. You need to know how to separate syllables from words.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        31 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                31. To preventing reading difficulties:

                            
                            
                            
            
                

                
                    
                        a. Teachers should carefully assess pre-reading skills like phonological skills and letter knowledge.
                    
                    

                    
            
            
                

                
                    
                        b. Teachers should just encourage these children to concentrate on other school subjects.
                    
                    

                    
            
            
                

                
                    
                        c. Teachers should just accept that there are children who can’t learn to read.
                    
                    

                    
            
            
                

                
                    
                        d. There is nothing a teacher can do.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        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:

                            
                            
                            
            
                

                
                    
                        a. Number of books in the home.
                    
                    

                    
            
            
                

                
                    
                        b. Presence of a radio in the home.
                    
                    

                    
            
            
                

                
                    
                        c. Parents’ reading habits.
                    
                    

                    
            
            
                

                
                    
                        d. Parents’ attitude toward reading.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        33 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                33. We can say that a child has dyslexia or a reading disability when we are sure that:

                            
                            
                            
            
                

                
                    
                        a. All alternatives are correct.
                    
                    

                    
            
            
                

                
                    
                        b. The child has no visual impairment.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        34 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                34. A reading disorder is a developmental disorder that is characterised by reading achievement (i.e., accuracy, speed, and comprehension) being significantly below standards expected for which of the following:

                            
                            
                            
            
                

                
                    
                        a. Schooling experience.
                    
                    

                    
            
            
                

                
                    
                        b. Level of cognitive skills.
                    
                    

                    
            
            
                

                
                    
                        c. Chronological age.
                    
                    

                    
            
            
                

                
                    
                        d. All alternatives are correct.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        35 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                35. Screening instruments used in prevention programs for reading difficulties do NOT usually assess which of the following skills?

                            
                            
                            
            
                

                
                    
                        a. Fine motor skills.
                    
                    

                    
            
            
                

                
                    
                        b. Letter knowledge.
                    
                    

                    
            
            
                

                
                    
                        c. Rapid automatized naming.
                    
                    

                    
            
            
                

                
                    
                        d. Phonological awareness.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        36 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                36. Which of the following is the most effective method for improving literacy in children and adolescents with reading difficulties?

                            
                            
                            
            
                

                
                    
                        a. Using auditory training.
                    
                    

                    
            
            
                

                
                    
                        b. Teaching whole and sight words.
                    
                    

                    
            
            
                

                
                    
                        c. Use of coloured lenses.
                    
                    

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        37 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                37. In learning to read, it is most important that a child:

                            
                            
                            
            
                

                
                    
                        a. Remembers words as a whole.
                    
                    

                    
            
            
                

                
                    
                        b. Learns the letter names.
                    
                    

                    
            
            
                

                
                    
                        c. Learns letter-sound correspondences. 
                    
                    

                    
            
            
                

                
                    
                        d. Learns to draw letter forms. 
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        38 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                38. Based on genetic studies of dyslexia, we know that:

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. There is no single gene for reading disabilities.
                    
                    

                    
            
            
                

                
                    
                        c. Reading disabilities do not run in families.
                    
                    

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. The letter names in the language.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. Attention problems.
                    
                    

                    
            
            
                

                
                    
                        b. Struggles with word reading.
                    
                    

                    
            
            
                

                
                    
                        c. Problems in visual perception.
                    
                    

                    
            
            
                

                
                    
                        d. Poor text comprehension. 
                    
                    

                    
            
                            
                            
                            
                            
                            
                            
                            
                        
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

            
            
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