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

    3 / 40

    Category: Literacy learning

    3. Examples of phoneme manipulation include:

    4 / 40

    Category: Literacy learning

    4. To identify sounds of word helps learners to:

    5 / 40

    Category: Literacy learning

    5. Which of these does NOT make a child a good reader?

    6 / 40

    Category: Literacy learning

    6. Twenty-first century learning skills do NOT include:

    7 / 40

    Category: Literacy learning

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

    8 / 40

    Category: Literacy learning

    8. A common manifestation of weak cognitive or mental flexibility in children is NOT:

    9 / 40

    Category: Literacy learning

    9. Fine motor skills are NOT that important in:

    10 / 40

    Category: Literacy learning

    10. In teaching vocabulary, it is important to:

    11 / 40

    Category: Literacy teaching

    11. Which of the following is an example of a communication mode?

    12 / 40

    Category: Literacy teaching

    12. Multiliteracy pedagogy acknowledges learners:

    13 / 40

    Category: Literacy teaching

    13. Monolingualism:

    14 / 40

    Category: Literacy teaching

    14. Metalinguistic awareness and development begins:

    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 is NOT a reading comprehension skill?

    17 / 40

    Category: Literacy teaching

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

    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 primary purpose and function of a classroom reading assessment?

    20 / 40

    Category: Literacy teaching

    20. Teacher-directed teaching means that:

    21 / 40

    Category: Literacy teaching

    21. Child-centred teaching 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. Which of these allows writers to write content that is readable and understandable?

    24 / 40

    Category: Literacy teaching

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

    25 / 40

    Category: Literacy teaching

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

    26 / 40

    Category: Literacy teaching

    26. What is the most appropriate teaching method to be used in teaching adult learners?

    27 / 40

    Category: Literacy teaching

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

    28 / 40

    Category: Literacy teaching

    28. When supporting text composition:

    29 / 40

    Category: Literacy teaching

    29. Developing good handwriting:

    30 / 40

    Category: Literacy teaching

    30. Reading comprehension can be developed as follows:

    31 / 40

    Category: Reading difficulties

    31. In learning to read, it is important that:

    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. 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:

    34 / 40

    Category: Reading difficulties

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

    35 / 40

    Category: Reading difficulties

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

    36 / 40

    Category: Reading difficulties

    36. Based on research, which of the following is NOT true:

    37 / 40

    Category: Reading difficulties

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

    38 / 40

    Category: Reading difficulties

    38. Spoken language skills:

    39 / 40

    Category: Reading difficulties

    39. The orthographic structure of a language is:

    40 / 40

    Category: Reading difficulties

    40. The most prominent characteristic of reading disability (dyslexia) is:

    Your score is

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