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

    2 / 40

    Category: Literacy learning

    2. The external factor that can be harmful to children’s learning to read is:

    3 / 40

    Category: Literacy learning

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

    4 / 40

    Category: Literacy learning

    4. Examples of phoneme manipulation include:

    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. To increase reading motivation, it is important that:

    7 / 40

    Category: Literacy learning

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

    8 / 40

    Category: Literacy learning

    8. Children do NOT need working memory when:

    9 / 40

    Category: Literacy learning

    9. To become a good reader, it is important that a child:

    10 / 40

    Category: Literacy learning

    10. In teaching vocabulary, it is important to:

    11 / 40

    Category: Literacy teaching

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

    12 / 40

    Category: Literacy teaching

    12. Bilingual education entails:

    13 / 40

    Category: Literacy teaching

    13. Which of the following is NOT a level at which phonological awareness is taught?

    14 / 40

    Category: Literacy teaching

    14. Metalinguistic awareness and development begins:

    15 / 40

    Category: Literacy teaching

    15. Which of these is NOT a metalinguistic skill?

    16 / 40

    Category: Literacy teaching

    16. Which of the following is NOT true of text comprehension?

    17 / 40

    Category: Literacy teaching

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

    18 / 40

    Category: Literacy teaching

    18. Which of the following is NOT a reading comprehension skill?

    19 / 40

    Category: Literacy teaching

    19. 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:

    20 / 40

    Category: Literacy teaching

    20. Instructional support means that:

    21 / 40

    Category: Literacy teaching

    21. Organisational support in teaching means:

    22 / 40

    Category: Literacy teaching

    22. Teacher-directed teaching means that:

    23 / 40

    Category: Literacy teaching

    23. How can you manage adult learners during literacy learning sessions?

    24 / 40

    Category: Literacy teaching

    24. Why does teaching adult learners require special skills?

    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. The centre of motor images in the brain related to writing is:

    27 / 40

    Category: Literacy teaching

    27. Reading comprehension can be developed as follows:

    28 / 40

    Category: Literacy teaching

    28. Which of the following is NOT a psychological benefit of listening to stories?

    29 / 40

    Category: Literacy teaching

    29. Apps for reading development

    30 / 40

    Category: Literacy teaching

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

    31 / 40

    Category: Reading difficulties

    31. 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:

    32 / 40

    Category: Reading difficulties

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

    33 / 40

    Category: Reading difficulties

    33. Based on research, which of these statements is INCORRECT. Intensity of reading instruction and intervention can be increased by:

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

    36 / 40

    Category: Reading difficulties

    36. Effective interventions for students with learning difficulties typically:

    37 / 40

    Category: Reading difficulties

    37. Based on research, which of these statements is NOT true?

    38 / 40

    Category: Reading difficulties

    38. Spoken language skills:

    39 / 40

    Category: Reading difficulties

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

    40 / 40

    Category: Reading difficulties

    40. In shallow and transparent orthographies:

    Your score is

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