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. The best literacy teaching method for beginning reading is:

                            
                            
                            
            
                

                
                    
                        a. Integrated language arts (reading, writing, and correct spelling).
                    
                    

                    
            
            
                

                
                    
                        b. Phonics decoding (letter-sound correspondence).
                    
                    

                    
            
            
                

                
                    
                        c. Look-and-say (whole word vocabulary identification).
                    
                    

                    
            
            
                

                
                    
                        d. A whole language approach (with a focus on reading for meaning).
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        2 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                2. Critical factor for reading mastery is:

                            
                            
                            
            
                

                
                    
                        a. Reading motivation.
                    
                    

                    
            
            
                

                
                    
                        b. All alternatives are correct.
                    
                    

                    
            
            
                

                
                    
                        c. Practice time.
                    
                    

                    
            
            
                

                
                    
                        d. Phonological skills.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        3 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                3. The external factor that can be harmful to children’s learning to read is:

                            
                            
                            
            
                

                
                    
                        a. Inappropriate teaching methods.
                    
                    

                    
            
            
                

                
                    
                        b. Expository texts that are too easy.
                    
                    

                    
            
            
                

                
                    
                        c. Lessons that are age appropriate.
                    
                    

                    
            
            
                

                
                    
                        d. Using children's mother tongue in teaching.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        4 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                4.  Why is letter knowledge important for literacy development?

                            
                            
                            
            
                

                
                    
                        a. Upper- and lowercase letters may confuse learners and hamper reading.
                    
                    

                    
            
            
                

                
                    
                        b. It is a strong predictor of reading comprehension.
                    
                    

                    
            
            
                

                
                    
                        c. It is necessary to make sense of words through the recognition of letters and the sounds they make.
                    
                    

                    
            
            
                

                
                    
                        d. It helps to make decoding easier when children sound out the alphabet.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        5 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                5. 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 sounds with corresponding letter names.
                    
                    

                    
            
            
                

                
                    
                        c. Teaching short vowel phonics.
                    
                    

                    
            
            
                

                
                    
                        d. Teaching rhyming words and syllables.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        6 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                6. Which of these is an important learning skill?

                            
                            
                            
            
                

                
                    
                        a. Procedural or organisational study skills.
                    
                    

                    
            
            
                

                
                    
                        b. All alternatives are correct.
                    
                    

                    
            
            
                

                
                    
                        c. Repetition- or rehearsal-based study skills.
                    
                    

                    
            
            
                

                
                    
                        d. Cognitive and metacognitive study skills.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        7 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                7. Development of voluntary attention:

                            
                            
                            
            
                

                
                    
                        a. Is based on the novelty and power of stimuli.
                    
                    

                    
            
            
                

                
                    
                        b. Is not important in daily life. 
                    
                    

                    
            
            
                

                
                    
                        c. Is not important in learning at school.
                    
                    

                    
            
            
                

                
                    
                        d. Is based on the way an adult verbally guides a child.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        8 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                8. To become a good reader, it is important that a child:

                            
                            
                            
            
                

                
                    
                        a. Learns letter names.
                    
                    

                    
            
            
                

                
                    
                        b. Knows letters and corresponding letter-sounds and be able to blend them into syllables and words.
                    
                    

                    
            
            
                

                
                    
                        c. Learn to recognize words as a whole.
                    
                    

                    
            
            
                

                
                    
                        d. Repeats the words the teacher reads.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        9 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                9. A delay in expressive vocabulary (late talking) at the age of 2–2.5 years predicts:

                            
                            
                            
            
                

                
                    
                        a. Reading fluency at school age.
                    
                    

                    
            
            
                

                
                    
                        b. Early vocabulary is not associated with reading comprehension.
                    
                    

                    
            
            
                

                
                    
                        c. Predicts nothing important because some children just learn to talk later than others.
                    
                    

                    
            
            
                

                
                    
                        d. Comprehension difficulties in reading at school age.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        10 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                10. In teaching vocabulary, it is important to:

                            
                            
                            
            
                

                
                    
                        a. All alternatives are correct. 
                    
                    

                    
            
            
                

                
                    
                        b. Offer several exposures.
                    
                    

                    
            
            
                

                
                    
                        c. Build relationships among words.
                    
                    

                    
            
            
                

                
                    
                        d. Relate the vocabulary to prior knowledge.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        11 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                11. Multiliteracy pedagogy acknowledges learners:

                            
                            
                            
            
                

                
                    
                        a. As passive learners. 
                    
                    

                    
            
            
                

                
                    
                        b. As receivers of information. 
                    
                    

                    
            
            
                

                
                    
                        c. As learners who learn new information by reading.
                    
                    

                    
            
            
                

                
                    
                        d. As active originators of meanings in the learning process. 
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        12 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                12. Which of these is NOT a metalinguistic skill?

                            
                            
                            
            
                

                
                    
                        a. Reading fluency.
                    
                    

                    
            
            
                

                
                    
                        b. Orthographic knowledge.
                    
                    

                    
            
            
                

                
                    
                        c. Phonological awareness.
                    
                    

                    
            
            
                

                
                    
                        d. Morphological awareness.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        13 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                13. 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. Expanding their understanding of the alphabetic principle.
                    
                    

                    
            
            
                

                
                    
                        b. Enriching their vocabulary.
                    
                    

                    
            
            
                

                
                    
                        c. Promoting their development of phonological awareness.
                    
                    

                    
            
            
                

                
                    
                        d. Improving their word decoding skills.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        14 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                14. Which of the following best describes the role of phonics in a research-based primary-school reading program in local languages?

                            
                            
                            
            
                

                
                    
                        a. Phonics is a key component of comprehensive reading instruction that supports learners’ development of fluency and comprehension.
                    
                    

                    
            
            
                

                
                    
                        b. Phonics is an instructional strategy that should be used primarily as an intervention for learners who are experiencing reading difficulties.
                    
                    

                    
            
            
                

                
                    
                        c. Phonics is a reading technique that should be taught implicitly to learners who demonstrate specific needs in the area of decoding skills.
                    
                    

                    
            
            
                

                
                    
                        d. Phonics should be the central focus of reading instruction until learners have achieved automatic recognition of high-frequency sight-words.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        15 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                15. Instructional support means that:

                            
                            
                            
            
                

                
                    
                        a. Teachers support children’s language skills and learning.
                    
                    

                    
            
            
                

                
                    
                        b. Teachers support children’s behaviour.
                    
                    

                    
            
            
                

                
                    
                        c. Teachers get support for teaching.
                    
                    

                    
            
            
                

                
                    
                        d. Teachers offer tips to colleagues on best practices.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        16 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                16. Organisational support in teaching means:

                            
                            
                            
            
                

                
                    
                        a. Children organise their school work.
                    
                    

                    
            
            
                

                
                    
                        b. Children behave badly.
                    
                    

                    
            
            
                

                
                    
                        c. Good management in teaching.
                    
                    

                    
            
            
                

                
                    
                        d. Teachers handle school organisation.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. The teacher tells children how to feel.
                    
                    

                    
            
            
                

                
                    
                        b. The teacher ignores crying children.
                    
                    

                    
            
            
                

                
                    
                        c. The teacher teaches emotional skills to the children.
                    
                    

                    
            
            
                

                
                    
                        d. The teacher is sensitive to students’ needs.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        18 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                18. Teaching through interaction means that:

                            
                            
                            
            
                

                
                    
                        a. Teacher-child interaction supports learning.
                    
                    

                    
            
            
                

                
                    
                        b. Children have fun in the classroom.
                    
                    

                    
            
            
                

                
                    
                        c. The teacher talks a lot in the classroom.
                    
                    

                    
            
            
                

                
                    
                        d. Children talk a lot in the classroom.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        19 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                19. Child-centred teaching means that:

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        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 teacher puts the child in the middle of the classroom.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        20 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                20. Why do not adult learners spend all day learning, as children do?

                            
                            
                            
            
                

                
                    
                        a. Because they have other obligations.
                    
                    

                    
            
            
                

                
                    
                        b. Because they are slow learners.
                    
                    

                    
            
            
                

                
                    
                        c. Because they are forced to learn.
                    
                    

                    
            
            
                

                
                    
                        d. None of the options.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        21 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                21. When assessing reading in transparent languages: 

                            
                            
                            
            
                

                
                    
                        a. Reading fluency is not connected to reading disabilities.
                    
                    

                    
            
            
                

                
                    
                        b. Reading fluency is almost the same as reading accuracy.
                    
                    

                    
            
            
                

                
                    
                        c. Reading fluency is very useful when defining reading disabilities.
                    
                    

                    
            
            
                

                
                    
                        d. Reading fluency is not a relevant measure when assessing reading. 
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        22 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                22. 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.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        23 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                23. When supporting text composition:

                            
                            
                            
            
                

                
                    
                        a. It is recommended to start writing without any goal setting.
                    
                    

                    
            
            
                

                
                    
                        b. Making word lists is not an efficient way to proceed.
                    
                    

                    
            
            
                

                
                    
                        c. Different writing strategies are useful.
                    
                    

                    
            
            
                

                
                    
                        d. Spelling exercises are not needed.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        24 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                24. How should a teacher NOT help children with spelling difficulties?

                            
                            
                            
            
                

                
                    
                        a. Focus on self-correcting strategies.
                    
                    

                    
            
            
                

                
                    
                        b. Train students to have phonological awareness.
                    
                    

                    
            
            
                

                
                    
                        c. Train students to check spelling after writing.
                    
                    

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        25 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                25. Developing good handwriting:

                            
                            
                            
            
                

                
                    
                        a. Requires little effort.
                    
                    

                    
            
            
                

                
                    
                        b. Is a fast process.
                    
                    

                    
            
            
                

                
                    
                        c. Requires many years of practice.
                    
                    

                    
            
            
                

                
                    
                        d. Is automatic and requires no special practice.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        26 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                26. When comparing handwriting and typing:

                            
                            
                            
            
                

                
                    
                        a. Typing seems to be more efficient when learning to read.
                    
                    

                    
            
            
                

                
                    
                        b. Handwriting activates engrams in the brain, which supports learning letters.
                    
                    

                    
            
            
                

                
                    
                        c. Sensory experiences in typing are more complex than in handwriting.
                    
                    

                    
            
            
                

                
                    
                        d. Typing supports the remembering of letters better than handwriting.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        27 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                27. The centre of motor images in the brain related to writing is:

                            
                            
                            
            
                

                
                    
                        a. Eric’s area.
                    
                    

                    
            
            
                

                
                    
                        b. Exner’s area.
                    
                    

                    
            
            
                

                
                    
                        c. Exel’s area.
                    
                    

                    
            
            
                

                
                    
                        d. Exeter’s area.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        28 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                28. When spelling in transparent languages (e.g., bantu languages):

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. All alternatives are correct.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        29 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                29. ICT is integrated into reading instruction when:

                            
                            
                            
            
                

                
                    
                        a. The teacher uses her/his cell phone in class.
                    
                    

                    
            
            
                

                
                    
                        b. The teacher takes photos of learners.
                    
                    

                    
            
            
                

                
                    
                        c. The teacher records and plays back children’s reading efforts.
                    
                    

                    
            
            
                

                
                    
                        d. The teacher shows pictures of items learned about in different units, e.g., environmental education.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        30 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                30. Blended learning is:

                            
                            
                            
            
                

                
                    
                        a. The integration of the theme, for example, plants, is integrated in each relevant school subject.
                    
                    

                    
            
            
                

                
                    
                        b. The integration of teacher led learning and learner co-operative learning. 
                    
                    

                    
            
            
                

                
                    
                        c. The integration of reading and writing.
                    
                    

                    
            
            
                

                
                    
                        d. The integration of face-to-face instruction and online learning.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        31 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                31. In learning to read, it is important that:

                            
                            
                            
            
                

                
                    
                        a. The teacher knows the local languages of the pupils in the class.
                    
                    

                    
            
            
                

                
                    
                        b. All alternatives are correct.
                    
                    

                    
            
            
                

                
                    
                        c. The teacher uses proper teaching methods.
                    
                    

                    
            
            
                

                
                    
                        d. The teacher inspires children to read
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        32 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                32. Part-time special education in grades one and two:

                            
                            
                            
            
                

                
                    
                        a. Predicts faster skill development in children with reading and spelling difficulties.
                    
                    

                    
            
            
                

                
                    
                        b. Does not help children with reading difficulties.
                    
                    

                    
            
            
                

                
                    
                        c. Is not needed because some children may just have a delay in their learning to read.
                    
                    

                    
            
            
                

                
                    
                        d. Is not a reasonable way to use limited teaching resources.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        33 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                33. For very young children, the reading environment in the home is strongly linked to their emergent literacy skills before entering school. Which of these is NOT an important aspect of the home literacy environment:

                            
                            
                            
            
                

                
                    
                        a. Parents’ reading habits.
                    
                    

                    
            
            
                

                
                    
                        b. Presence of a radio in the home.
                    
                    

                    
            
            
                

                
                    
                        c. Parents’ attitude toward reading.
                    
                    

                    
            
            
                

                
                    
                        d. Number of books in the home.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        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:

                            
                            
                            
            
                

                
                    
                        a. Teaching phonics explicitly in the context of a multicomponent, integrated instructional program
                    
                    

                    
            
            
                

                
                    
                        b. Intensive monitoring of the development of reading skills. 
                    
                    

                    
            
            
                

                
                    
                        c. Reliance on explicit instruction on letter–sound connections. 
                    
                    

                    
            
            
                

                
                    
                        d. The instructional-level of the reading material is not important in word-level reading instruction.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        35 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                35. Which of the following is the most effective method for improving literacy in children and adolescents with reading difficulties?

                            
                            
                            
            
                

                
                    
                        a. Using auditory training.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        c. Use of coloured lenses.
                    
                    

                    
            
            
                

                
                    
                        d. Teaching whole and sight words.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        36 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                36. Based on research, which of the following is NOT true:

                            
                            
                            
            
                

                
                    
                        a. A reading difficulty can be most successfully treated when identified early in development.
                    
                    

                    
            
            
                

                
                    
                        b. It does not matter if a reading disability is not recognised/identified. 
                    
                    

                    
            
            
                

                
                    
                        c. Learning to read, for children with a reading disability, is based on the same developmental steps as readers without a disability.
                    
                    

                    
            
            
                

                
                    
                        d. Learning to read, for children with a reading disability, is based on the same cognitive processes as readers without a disability.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        37 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                37. Which of the following is NOT included in Fletcher’s general principles of instruction for children with learning difficulties:

                            
                            
                            
            
                

                
                    
                        a. Focusing only on phonics in reading difficulties.
                    
                    

                    
            
            
                

                
                    
                        b. Instructional explicitness.
                    
                    

                    
            
            
                

                
                    
                        c. Incorporation of self-regulation strategies.
                    
                    

                    
            
            
                

                
                    
                        d. Cumulative review.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        38 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                38. Spoken language skills:

                            
                            
                            
            
                

                
                    
                        a. Form the foundation for learning to read.
                    
                    

                    
            
            
                

                
                    
                        b. Have only a very limited effect on learning to read.
                    
                    

                    
            
            
                

                
                    
                        c. Are not important in learning to read.
                    
                    

                    
            
            
                

                
                    
                        d. Are not necessary in learning to spell. 
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        39 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                39. In shallow and transparent orthographies:

                            
                            
                            
            
                

                
                    
                        a. The teacher does not need to teach children to read.
                    
                    

                    
            
            
                

                
                    
                        b. The orthography is not important in teaching reading.
                    
                    

                    
            
            
                

                
                    
                        c. Children learn to read best using letter-sound correspondences. 
                    
                    

                    
            
            
                

                
                    
                        d. Children learn to read best by remembering whole words.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. Problems in visual perception.
                    
                    

                    
            
            
                

                
                    
                        b. Attention problems.
                    
                    

                    
            
            
                

                
                    
                        c. Poor text comprehension. 
                    
                    

                    
            
            
                

                
                    
                        d. Struggles with word reading.
                    
                    

                    
            
                            
                            
                            
                            
                            
                            
                            
                        
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

            
            
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