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. Phonics decoding (letter-sound correspondence).
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. Teach short vowels before long vowels.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. Teaching rhyming words and syllables.
                    
                    

                    
            
            
                

                
                    
                        b. Teaching sounds with corresponding letter names.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. Teaching short vowel phonics.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        4 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                4.  Examples of phoneme manipulation include:

                            
                            
                            
            
                

                
                    
                        a. Changing the order of the letters in a long word.
                    
                    

                    
            
            
                

                
                    
                        b. Adding capital letters (uppercase) to a word.
                    
                    

                    
            
            
                

                
                    
                        c. Having learners repeat the words a teacher is reading aloud.
                    
                    

                    
            
            
                

                
                    
                        d. Replacing some letters in a word with other letters and saying the new word.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        5 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                5. The skill of identifying and producing rhyming words is useful for:

                            
                            
                            
            
                

                
                    
                        a. Identifying child’s visual-perceptual difficulties.
                    
                    

                    
            
            
                

                
                    
                        b. Learning to sound out phonics in short words and identifying relevant words.
                    
                    

                    
            
            
                

                
                    
                        c. Identifying if a child’s hearing is hampering reading development.
                    
                    

                    
            
            
                

                
                    
                        d. Keeping learners busy and preventing disturbances in class.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        6 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                6. Twenty-first century learning skills do NOT include:

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. Fine motor skills.
                    
                    

                    
            
            
                

                
                    
                        c. Critical thinking
                    
                    

                    
            
            
                

                
                    
                        d. Creative thinking and problem solving.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        7 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                7. To increase reading motivation, it is important that:

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. All alternatives are correct.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        8 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                8. Children do NOT need working memory when:

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        c. Remembering a password or telephone number.
                    
                    

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        9 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                9. Which one of these is NOT related to rapid naming problems?

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        10 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                10. To become a good reader, it is important that a child:

                            
                            
                            
            
                

                
                    
                        a. Learn to recognize words as a whole.
                    
                    

                    
            
            
                

                
                    
                        b. Learns letter names.
                    
                    

                    
            
            
                

                
                    
                        c. Repeats the words the teacher reads.
                    
                    

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. Critical instruction.
                    
                    

                    
            
            
                

                
                    
                        b. Transformed practise.
                    
                    

                    
            
            
                

                
                    
                        c. Situated practise.
                    
                    

                    
            
            
                

                
                    
                        d. Overt instruction.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        12 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                12. 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. 
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        13 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                13. Many countries around the world are promoting multilingualism, even in places where multilingualism is absent from official educational policy, because multilingualism has been shown to have several advantages. These advantages do NOT include:

                            
                            
                            
            
                

                
                    
                        a. Increased intelligence.
                    
                    

                    
            
            
                

                
                    
                        b. Enhanced communication skills.
                    
                    

                    
            
            
                

                
                    
                        c. Increased career opportunities.
                    
                    

                    
            
            
                

                
                    
                        d. Increased linguistic recognition.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        14 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                14. Bilingual education entails:

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. Education where content is conceived using English.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        15 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                15. Multilingualism:

                            
                            
                            
            
                

                
                    
                        a. Refers to state of knowing or using more than one language in written or spoken form by an individual or a community.
                    
                    

                    
            
            
                

                
                    
                        b. Is synonymous with bilingualism.
                    
                    

                    
            
            
                

                
                    
                        c. Is synonymous with monolingualism.
                    
                    

                    
            
            
                

                
                    
                        d. Refers to state of knowing or using a mother language in written or spoken form by an individual or a community.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        16 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                16. Metalinguistic awareness and development begins:

                            
                            
                            
            
                

                
                    
                        a. In adulthood.
                    
                    

                    
            
            
                

                
                    
                        b. At birth.
                    
                    

                    
            
            
                

                
                    
                        c. In adolescence.
                    
                    

                    
            
            
                

                
                    
                        d. In middle childhood.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        17 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                17.  Which of the following is NOT true of text comprehension?

                            
                            
                            
            
                

                
                    
                        a. It allows readers to enjoy what they are reading.
                    
                    

                    
            
            
                

                
                    
                        b. It allows readers to gain an understanding of what’s being read.
                    
                    

                    
            
            
                

                
                    
                        c. It allows readers to use the information gained from the text.
                    
                    

                    
            
            
                

                
                    
                        d. It distorts the writers’ message.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        18 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                18. Which of the following is NOT a reading comprehension skill?

                            
                            
                            
            
                

                
                    
                        a. Fluency. 
                    
                    

                    
            
            
                

                
                    
                        b. Attitude. 
                    
                    

                    
            
            
                

                
                    
                        c. Reasoning. 
                    
                    

                    
            
            
                

                
                    
                        d. Decoding. 
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        19 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                19. Which of the following activities would be most appropriate for introducing pre-primary learners (5-6 year old children) to the alphabetic principle?

                            
                            
                            
            
                

                
                    
                        a. Posting learners’ names on a wall and having learners whose names contain a certain letter come to the front of the room.
                    
                    

                    
            
            
                

                
                    
                        b. Saying a learner’s name and having learners clap the number of syllables they hear in the name.
                    
                    

                    
            
            
                

                
                    
                        c. Reciting a list of learners’ names and having learners raise their hands when they hear a name that begins with a specific sound.
                    
                    

                    
            
            
                

                
                    
                        d. Writing a learner’s name on the board and having learners sound out the name by blending the letters.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        20 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                20. Which of these allows writers to write content that is readable and understandable? 

                            
                            
                            
            
                

                
                    
                        a. Grammar.
                    
                    

                    
            
            
                

                
                    
                        b. All alternatives are correct.
                    
                    

                    
            
            
                

                
                    
                        c. Punctuation.
                    
                    

                    
            
            
                

                
                    
                        d. Spelling.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        21 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                21. Choose the correct process for teaching productive writing:

                            
                            
                            
            
                

                
                    
                        a. Publishing, revising, reviewing, drafting, planning.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        c. Reviewing, drafting, planning, publishing, reviewing.
                    
                    

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        22 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                22.    How can you help adult learners become fluent in reading?

                            
                            
                            
            
                

                
                    
                        a. By putting them in competition with young readers.
                    
                    

                    
            
            
                

                
                    
                        b. By giving them reading tests.
                    
                    

                    
            
            
                

                
                    
                        c. None of the options.
                    
                    

                    
            
            
                

                
                    
                        d. By providing them with reading materials relevant to their interests.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        23 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                23. In phonics-based instruction, one of the repeated processes is NOT:

                            
                            
                            
            
                

                
                    
                        a. Transforming letters into phonemes.
                    
                    

                    
            
            
                

                
                    
                        b. Combining words into sentences.
                    
                    

                    
            
            
                

                
                    
                        c. Blending phonemes into syllables.
                    
                    

                    
            
            
                

                
                    
                        d. Combining syllables into words.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        24 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                24. When supporting text composition:

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. Different writing strategies are useful.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. Spelling exercises are not needed.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        25 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                25. How should a teacher NOT help children with spelling difficulties?

                            
                            
                            
            
                

                
                    
                        a. Train students to check spelling after writing.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        c. Focus on self-correcting strategies.
                    
                    

                    
            
            
                

                
                    
                        d. Train students to have phonological awareness.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        26 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                26. Developing good handwriting:

                            
                            
                            
            
                

                
                    
                        a. Requires little effort.
                    
                    

                    
            
            
                

                
                    
                        b. Is automatic and requires no special practice.
                    
                    

                    
            
            
                

                
                    
                        c. Requires many years of practice.
                    
                    

                    
            
            
                

                
                    
                        d. Is a fast process.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        27 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                27. 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.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        28 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                28.  Which of the following is NOT a psychological benefit of listening to stories?

                            
                            
                            
            
                

                
                    
                        a. Gaining knowledge about new things and new words.
                    
                    

                    
            
            
                

                
                    
                        b. Developing emotional wellbeing.
                    
                    

                    
            
            
                

                
                    
                        c. Developing imagination.
                    
                    

                    
            
            
                

                
                    
                        d. Developing visual perceptual skills. 
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        29 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                29. Which of the following is not beneficial for listening to stories?

                            
                            
                            
            
                

                
                    
                        a. Increased vocabulary range.
                    
                    

                    
            
            
                

                
                    
                        b. Playing any mobile games. 
                    
                    

                    
            
            
                

                
                    
                        c. Listening and concentration enhancement.
                    
                    

                    
            
            
                

                
                    
                        d. Acquisition of literacy skills, such as speaking.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        30 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                30. Which of the following is NOT considered a benefit of ICT usage?

                            
                            
                            
            
                

                
                    
                        a. Teachers are replaced by ICT technology.
                    
                    

                    
            
            
                

                
                    
                        b. ICT activities promote collaboration, as well as individual learning.
                    
                    

                    
            
            
                

                
                    
                        c. Children have positive learning experiences.
                    
                    

                    
            
            
                

                
                    
                        d. It enhances learning by engaging the mind with a platform other than a book.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. All alternatives are correct.
                    
                    

                    
            
            
                

                
                    
                        b. The teacher uses proper teaching methods.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. The teacher inspires children to read
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. Does not help children with reading difficulties.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        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. Number of books in the home.
                    
                    

                    
            
            
                

                
                    
                        b. Parents’ attitude toward reading.
                    
                    

                    
            
            
                

                
                    
                        c. Parents’ reading habits.
                    
                    

                    
            
            
                

                
                    
                        d. Presence of a radio 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. Intensive monitoring of the development of reading skills. 
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. Fine motor skills.
                    
                    

                    
            
            
                

                
                    
                        b. Phonological awareness.
                    
                    

                    
            
            
                

                
                    
                        c. Rapid automatized naming.
                    
                    

                    
            
            
                

                
                    
                        d. Letter knowledge.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                            
                            
                            
            
                

                
                    
                        a. Many different approaches are used to support children who struggle in learning.
                    
                    

                    
            
            
                

                
                    
                        b. Children with different kinds of learning difficulties are separated into different teaching groups.
                    
                    

                    
            
            
                

                
                    
                        c. Children with learning disabilities are taught in special classes.
                    
                    

                    
            
            
                

                
                    
                        d. Interventions are layered as a continuum, for example, into three levels of intensiveness.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        38 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                38. A precise estimate of the prevalence of dyslexia in any population is:

                            
                            
                            
            
                

                
                    
                        a. 1%
                    
                    

                    
            
            
                

                
                    
                        b. 4–6%
                    
                    

                    
            
            
                

                
                    
                        c. 0.5%
                    
                    

                    
            
            
                

                
                    
                        d. 30–50%
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        39 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                39. In learning to read, it is most important that a child:

                            
                            
                            
            
                

                
                    
                        a. Learns letter-sound correspondences. 
                    
                    

                    
            
            
                

                
                    
                        b. Learns to draw letter forms. 
                    
                    

                    
            
            
                

                
                    
                        c. Remembers words as a whole.
                    
                    

                    
            
            
                

                
                    
                        d. Learns the letter names.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. Struggles with word reading.
                    
                    

                    
            
            
                

                
                    
                        b. Poor text comprehension. 
                    
                    

                    
            
            
                

                
                    
                        c. Attention problems.
                    
                    

                    
            
            
                

                
                    
                        d. Problems in visual perception.
                    
                    

                    
            
                            
                            
                            
                            
                            
                            
                            
                        
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

            
            
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