Teacher Certification

    Background

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

    How to start?

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

    How to do the test?

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

    What if I do not get 70% in pretest?

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

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

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

    Ready? Let´s go!

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

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    Certification test

    Teacher certification test

    User data for teacher certification test

    1 / 40

    Category: Literacy learning

    1. The best literacy teaching method for beginning reading is:

    2 / 40

    Category: Literacy learning

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

    3 / 40

    Category: Literacy learning

    3. Phonological awareness means:

    4 / 40

    Category: Literacy learning

    4. Which of these is an important learning skill?

    5 / 40

    Category: Literacy learning

    5. Development of voluntary attention:

    6 / 40

    Category: Literacy learning

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

    7 / 40

    Category: Literacy learning

    7. A child shows intrinsic motivation when:

    8 / 40

    Category: Literacy learning

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

    9 / 40

    Category: Literacy learning

    9. Children do NOT need working memory when:

    10 / 40

    Category: Literacy learning

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

    11 / 40

    Category: Literacy teaching

    11. Which of the following is an example of a semiotic system?

    12 / 40

    Category: Literacy teaching

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

    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:

    14 / 40

    Category: Literacy teaching

    14. Bilingual education entails:

    15 / 40

    Category: Literacy teaching

    15. Multilingualism:

    16 / 40

    Category: Literacy teaching

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

    17 / 40

    Category: Literacy teaching

    17. Which of the following best describes the primary purpose and function of a classroom reading assessment?

    18 / 40

    Category: Literacy teaching

    18. Teaching through interaction means that:

    19 / 40

    Category: Literacy teaching

    19. Teacher-directed teaching is beneficial:

    20 / 40

    Category: Literacy teaching

    20. Child-centred teaching has a positive effect on:

    21 / 40

    Category: Literacy teaching

    21. Choose the correct process for teaching productive writing:

    22 / 40

    Category: Literacy teaching

    22. Which of the following statements about the importance of teaching productive writing is FALSE?

    23 / 40

    Category: Literacy teaching

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

    24 / 40

    Category: Literacy teaching

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

    25 / 40

    Category: Literacy teaching

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

    26 / 40

    Category: Literacy teaching

    26. When comparing handwriting and typing:

    27 / 40

    Category: Literacy teaching

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

    28 / 40

    Category: Literacy teaching

    28. Reading comprehension can be developed as follows:

    29 / 40

    Category: Literacy teaching

    29. Which of the following is NOT regarded as a literacy activity for young children?

    30 / 40

    Category: Literacy teaching

    30. Blended learning is:

    31 / 40

    Category: Reading difficulties

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

    32 / 40

    Category: Reading difficulties

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

    33 / 40

    Category: Reading difficulties

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

    34 / 40

    Category: Reading difficulties

    34. Effective interventions for students with learning difficulties typically:

    35 / 40

    Category: Reading difficulties

    35. Which of the following is NOT included in Fletcher’s general principles of instruction for children with learning difficulties:

    36 / 40

    Category: Reading difficulties

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

    37 / 40

    Category: Reading difficulties

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

    38 / 40

    Category: Reading difficulties

    38. Spoken language skills:

    39 / 40

    Category: Reading difficulties

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

    40 / 40

    Category: Reading difficulties

    40. The orthographic structure of a language is:

    Your score is

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