Teacher Certification

    Background

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

    How to start?

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

    How to do the test?

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

    What if I do not get 70% in pretest?

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

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

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

    Ready? Let´s go!

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

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    Certification test

    Teacher certification test

    User data for teacher certification test

    1 / 40

    Category: Literacy learning

    1. Why is letter knowledge important for literacy development?

    2 / 40

    Category: Literacy learning

    2. The skill of identifying and producing rhyming words is useful for:

    3 / 40

    Category: Literacy learning

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

    4 / 40

    Category: Literacy learning

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

    5 / 40

    Category: Literacy learning

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

    6 / 40

    Category: Literacy learning

    6. You can get a child to pay attention:

    7 / 40

    Category: Literacy learning

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

    8 / 40

    Category: Literacy learning

    8. A child shows intrinsic motivation when:

    9 / 40

    Category: Literacy learning

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

    10 / 40

    Category: Literacy learning

    10. A delay in expressive vocabulary (late talking) at the age of 2–2.5 years predicts:

    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. Multilingualism:

    14 / 40

    Category: Literacy teaching

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

    15 / 40

    Category: Literacy teaching

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

    16 / 40

    Category: Literacy teaching

    16. Emotional support in teaching means that:

    17 / 40

    Category: Literacy teaching

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

    18 / 40

    Category: Literacy teaching

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

    19 / 40

    Category: Literacy teaching

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

    20 / 40

    Category: Literacy teaching

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

    21 / 40

    Category: Literacy teaching

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

    22 / 40

    Category: Literacy teaching

    22. Why does teaching adult learners require special skills?

    23 / 40

    Category: Literacy teaching

    23. When assessing reading in transparent languages:

    24 / 40

    Category: Literacy teaching

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

    25 / 40

    Category: Literacy teaching

    25. Phonics-based instruction:

    26 / 40

    Category: Literacy teaching

    26. When supporting text composition:

    27 / 40

    Category: Literacy teaching

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

    28 / 40

    Category: Literacy teaching

    28. After the first school year, the best predictor of spelling skill in transparent languages is:

    29 / 40

    Category: Literacy teaching

    29. Reading comprehension can be developed as follows:

    30 / 40

    Category: Literacy teaching

    30. ICT is integrated into reading instruction when:

    31 / 40

    Category: Reading difficulties

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

    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. Which of the following is the most effective method for improving literacy in children and adolescents with reading difficulties?

    34 / 40

    Category: Reading difficulties

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

    35 / 40

    Category: Reading difficulties

    35. Effective interventions for students with learning difficulties typically:

    36 / 40

    Category: Reading difficulties

    36. The main idea of a multi-tiered system of support in instruction is that:

    37 / 40

    Category: Reading difficulties

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

    38 / 40

    Category: Reading difficulties

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

    39 / 40

    Category: Reading difficulties

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

    40 / 40

    Category: Reading difficulties

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

    Your score is

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