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

                    
            
            
                

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

                    
            
            
                

                
                    
                        c. Phonics decoding (letter-sound correspondence).
                    
                    

                    
            
            
                

                
                    
                        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. Practice time.
                    
                    

                    
            
            
                

                
                    
                        b. Reading motivation.
                    
                    

                    
            
            
                

                
                    
                        c. All alternatives are correct.
                    
                    

                    
            
            
                

                
                    
                        d. Phonological skills.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        3 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                3. What would be a good starting point for teaching letter sounds? 

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. Teach short vowels before long vowels.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                    
            
            
                

                
                    
                        c. It is a strong predictor of reading comprehension.
                    
                    

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        5 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                5.  Examples of phoneme manipulation include:

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        6 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                6. The skill of identifying and producing rhyming words is useful for:

                            
                            
                            
            
                

                
                    
                        a. Keeping learners busy and preventing disturbances in class.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        c. Identifying child’s visual-perceptual difficulties.
                    
                    

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        7 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                7. Twenty-first century learning skills do NOT include:

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. Critical thinking
                    
                    

                    
            
            
                

                
                    
                        c. Fine motor skills.
                    
                    

                    
            
            
                

                
                    
                        d. Creative thinking and problem solving.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. Remembering a password or telephone number.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        10 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                10. Rapid naming means:

                            
                            
                            
            
                

                
                    
                        a. How fluently and quickly a child speaks.
                    
                    

                    
            
            
                

                
                    
                        b. The ability to fluently find the names of familiar items.
                    
                    

                    
            
            
                

                
                    
                        c. A child is very rapid in answering teachers’ questions.
                    
                    

                    
            
            
                

                
                    
                        d. The rapid repeating of known words.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        11 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                11. 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. Enhanced communication skills.
                    
                    

                    
            
            
                

                
                    
                        b. Increased intelligence.
                    
                    

                    
            
            
                

                
                    
                        c. Increased career opportunities.
                    
                    

                    
            
            
                

                
                    
                        d. Increased linguistic recognition.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        12 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                12. Bilingual education entails:

                            
                            
                            
            
                

                
                    
                        a. Education where content is conceived using English.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        13 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                13. Monolingualism:

                            
                            
                            
            
                

                
                    
                        a. Refers to the state of knowing or being able to use only one language, at any given time, in speech or written form.
                    
                    

                    
            
            
                

                
                    
                        b. Is synonymous with bilingualism.
                    
                    

                    
            
            
                

                
                    
                        c. Refers to the state of knowing or being able to use only one language in speech or written form. 
                    
                    

                    
            
            
                

                
                    
                        d. Is synonymous with multilingualism.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        14 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                14. Metalinguistic awareness and development begins:

                            
                            
                            
            
                

                
                    
                        a. In middle childhood.
                    
                    

                    
            
            
                

                
                    
                        b. In adolescence.
                    
                    

                    
            
            
                

                
                    
                        c. At birth.
                    
                    

                    
            
            
                

                
                    
                        d. In adulthood.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        15 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                15. Which of the following is NOT a reading comprehension skill?

                            
                            
                            
            
                

                
                    
                        a. Reasoning. 
                    
                    

                    
            
            
                

                
                    
                        b. Fluency. 
                    
                    

                    
            
            
                

                
                    
                        c. Decoding. 
                    
                    

                    
            
            
                

                
                    
                        d. Attitude. 
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. Children behave badly.
                    
                    

                    
            
            
                

                
                    
                        b. Good management in teaching.
                    
                    

                    
            
            
                

                
                    
                        c. Teachers handle school organisation.
                    
                    

                    
            
            
                

                
                    
                        d. Children organise their school work.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        17 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                17. Teacher-directed teaching means that:

                            
                            
                            
            
                

                
                    
                        a. The teacher uses drill-and-practice methods in teaching basic academics.
                    
                    

                    
            
            
                

                
                    
                        b. The teacher does not use group work in teaching basic academics.
                    
                    

                    
            
            
                

                
                    
                        c. The teacher punishes the children when they behave badly.
                    
                    

                    
            
            
                

                
                    
                        d. The teacher shouts at the children when they do not study basic academics enough.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        18 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                18. Child-centred teaching means that:

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. The teacher puts the child in the middle of the classroom.
                    
                    

                    
            
            
                

                
                    
                        c. The teacher is sensitive to the child’s needs in learning.
                    
                    

                    
            
            
                

                
                    
                        d. The child sits between the teacher’s arms while learning.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        19 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                19. A teacher needs to inspire and encourage learners to generate ideas for what they want to write by:

                            
                            
                            
            
                

                
                    
                        a. Motivating and provoking.
                    
                    

                    
            
            
                

                
                    
                        b. Demonstrating. 
                    
                    

                    
            
            
                

                
                    
                        c. Responding to learners ideas.
                    
                    

                    
            
            
                

                
                    
                        d. All alternatives are correct.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        20 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                20. Choose the correct process for teaching productive writing:

                            
                            
                            
            
                

                
                    
                        a. Planning, drafting, reviewing, revising, publishing.
                    
                    

                    
            
            
                

                
                    
                        b. Publishing, revising, reviewing, drafting, planning.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. Drafting, planning, revising, reviewing, publishing.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        21 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                21.    How can you help adult learners become fluent in reading?

                            
                            
                            
            
                

                
                    
                        a. None of the options.
                    
                    

                    
            
            
                

                
                    
                        b. By putting them in competition with young readers.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. By giving them reading tests.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        22 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                22. Who chooses the appropriate learning time for adult learners?

                            
                            
                            
            
                

                
                    
                        a. The learners themselves.
                    
                    

                    
            
            
                

                
                    
                        b. Teachers.
                    
                    

                    
            
            
                

                
                    
                        c. The Ministry of Education.
                    
                    

                    
            
            
                

                
                    
                        d. The learners together with their teachers.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        23 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                23. When assessing reading and spelling: 

                            
                            
                            
            
                

                
                    
                        a. The assessment should include letter knowledge and phoneme awareness.
                    
                    

                    
            
            
                

                
                    
                        b. The assessment should include a rapid spelling test.
                    
                    

                    
            
            
                

                
                    
                        c. The assessment should include only real words.
                    
                    

                    
            
            
                

                
                    
                        d. The assessment should include only word reading lists made by the teacher.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        24 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                24. Phonics-based instruction:

                            
                            
                            
            
                

                
                    
                        a. Includes five steps that are repeated.
                    
                    

                    
            
            
                

                
                    
                        b. Does not have a syllable level.
                    
                    

                    
            
            
                

                
                    
                        c. Is recommended, especially for non-transparent languages like English.
                    
                    

                    
            
            
                

                
                    
                        d. Is very useful for children with reading difficulties.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        25 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                25. 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.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        26 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                26. Reading comprehension can be developed as follows:

                            
                            
                            
            
                

                
                    
                        a. Show children the title of the book, read the title, and ask the children to say what they think will happen in the story.
                    
                    

                    
            
            
                

                
                    
                        b. Let children identify high frequency words.
                    
                    

                    
            
            
                

                
                    
                        c. Focus on the spelling of new vocabulary words.
                    
                    

                    
            
            
                

                
                    
                        d. Encourage children to tell the class about an incident that happened to them.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        27 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                27.  Which of the following is NOT a good way to teach phonics?

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. Tell a story that focuses on the phonic of the day, what it looks like, and how to write it.
                    
                    

                    
            
            
                

                
                    
                        c. Show a letter and tell the learners what it is; learners repeat it ten times in chorus.
                    
                    

                    
            
            
                

                
                    
                        d. Learners bring objects, say the beginning sound of each object, and identify the letter.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        28 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                28. Which of the following is not beneficial for listening to stories?

                            
                            
                            
            
                

                
                    
                        a. Playing any mobile games. 
                    
                    

                    
            
            
                

                
                    
                        b. Listening and concentration enhancement.
                    
                    

                    
            
            
                

                
                    
                        c. Increased vocabulary range.
                    
                    

                    
            
            
                

                
                    
                        d. Acquisition of literacy skills, such as speaking.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        29 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                29.  Which of the following is NOT regarded as a literacy activity for young children?

                            
                            
                            
            
                

                
                    
                        a. Singing.
                    
                    

                    
            
            
                

                
                    
                        b. Listening to stories and drawing pictures.
                    
                    

                    
            
            
                

                
                    
                        c. Telling the class about things they experienced.
                    
                    

                    
            
            
                

                
                    
                        d. Playing random action games on a cell phone or tablet.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. The integration of reading and writing.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        31 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                31. To preventing reading difficulties:

                            
                            
                            
            
                

                
                    
                        a. Teachers should just accept that there are children who can’t learn to read.
                    
                    

                    
            
            
                

                
                    
                        b. There is nothing a teacher can do.
                    
                    

                    
            
            
                

                
                    
                        c. Teachers should carefully assess pre-reading skills like phonological skills and letter knowledge.
                    
                    

                    
            
            
                

                
                    
                        d. Teachers should just encourage these children to concentrate on other school subjects.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        32 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                32. 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. Presence of a radio in the home.
                    
                    

                    
            
            
                

                
                    
                        c. Parents’ reading habits.
                    
                    

                    
            
            
                

                
                    
                        d. Parents’ attitude toward reading.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        33 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                33. We can say that a child has dyslexia or a reading disability when we are sure that:

                            
                            
                            
            
                

                
                    
                        a. The child speaks the language used in reading instruction.
                    
                    

                    
            
            
                

                
                    
                        b. The child has no visual impairment.
                    
                    

                    
            
            
                

                
                    
                        c. The child has been in school and recieved adequate instruction in reading.
                    
                    

                    
            
            
                

                
                    
                        d. All alternatives are correct.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. Increasing the extent of the intervention (number of hours).
                    
                    

                    
            
            
                

                
                    
                        b. Decreasing group size (whole-class, small group, one-to-one).
                    
                    

                    
            
            
                

                
                    
                        c. Providing explicit instruction. 
                    
                    

                    
            
            
                

                
                    
                        d. Allowing the child to practice independently most of the time.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        36 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                36.  Based on research, which of these statements is INCORRECT concerning effective instruction for children with reading difficulties: 

                            
                            
                            
            
                

                
                    
                        a. Teaching is guided with independent practice and constructive feedback.
                    
                    

                    
            
            
                

                
                    
                        b. The teacher lets children learn to read independently.
                    
                    

                    
            
            
                

                
                    
                        c. The teacher adapts instructions according to a child’s skill level. 
                    
                    

                    
            
            
                

                
                    
                        d. The teacher provides clear modelling, demonstrations, and explanations.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        37 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                37. Which of the following is the most effective method for improving literacy in children and adolescents with reading difficulties?

                            
                            
                            
            
                

                
                    
                        a. Using auditory training.
                    
                    

                    
            
            
                

                
                    
                        b. Use of coloured lenses.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. Teaching whole and sight words.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. Are not necessary in learning to spell. 
                    
                    

                    
            
            
                

                
                    
                        b. Form the foundation for learning to read.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. Are not important in learning to read.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        39 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                39. Based on neuroimaging studies:

                            
                            
                            
            
                

                
                    
                        a. We don’t know which parts of the brain are activated during reading.
                    
                    

                    
            
            
                

                
                    
                        b. The whole brain is activated when we read. 
                    
                    

                    
            
            
                

                
                    
                        c. There is only one reading centre in the brain.
                    
                    

                    
            
            
                

                
                    
                        d. The reading system in the brain is different in beginner readers and fluent readers.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        40 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                40. The orthographic structure of a language is:

                            
                            
                            
            
                

                
                    
                        a. A set of conventions for the writing of the language.
                    
                    

                    
            
            
                

                
                    
                        b. Something that is not important in spelling and writing.
                    
                    

                    
            
            
                

                
                    
                        c. The letter names in the language.
                    
                    

                    
            
            
                

                
                    
                        d. The visual forms of the letters in the language.
                    
                    

                    
            
                            
                            
                            
                            
                            
                            
                            
                        
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

            
            
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