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 external factor that can be harmful to children’s learning to read is:

                            
                            
                            
            
                

                
                    
                        a. Expository texts that are too easy.
                    
                    

                    
            
            
                

                
                    
                        b. Lessons that are age appropriate.
                    
                    

                    
            
            
                

                
                    
                        c. Inappropriate teaching methods.
                    
                    

                    
            
            
                

                
                    
                        d. Using children's mother tongue in teaching.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        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. 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.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        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.  Phonological awareness means:

                            
                            
                            
            
                

                
                    
                        a. Identifying the sounds, syllables, and words of the language.
                    
                    

                    
            
            
                

                
                    
                        b. Naming letters in alphabetical order.
                    
                    

                    
            
            
                

                
                    
                        c. The ability to spell and read words correctly.
                    
                    

                    
            
            
                

                
                    
                        d. The ability to count the number of words correctly.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        5 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                5.  Which of these does NOT make a child a good reader?

                            
                            
                            
            
                

                
                    
                        a. The ability to use letters and blend them into syllables and words.
                    
                    

                    
            
            
                

                
                    
                        b. Practising reading every day.
                    
                    

                    
            
            
                

                
                    
                        c. The ability to handle books and turn pages efficiently.
                    
                    

                    
            
            
                

                
                    
                        d. The ability to retrieve needed knowledge and information quickly.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        6 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                6. Which of these is NOT part of the executive functions of the brain?

                            
                            
                            
            
                

                
                    
                        a. Inhibitory control.
                    
                    

                    
            
            
                

                
                    
                        b. Auditive perception.
                    
                    

                    
            
            
                

                
                    
                        c. Working memory.
                    
                    

                    
            
            
                

                
                    
                        d. Cognitive or mental flexibility.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        7 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                7. Children do NOT need working memory when:

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. Remembering a password or telephone number.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        8 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                8. Rapid naming means:

                            
                            
                            
            
                

                
                    
                        a. How fluently and quickly a child speaks.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        c. The rapid repeating of known words.
                    
                    

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. Comprehension difficulties in reading at school age.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        c. Early vocabulary is not associated with reading comprehension.
                    
                    

                    
            
            
                

                
                    
                        d. Reading fluency at school age.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. Relate the vocabulary to prior knowledge.
                    
                    

                    
            
            
                

                
                    
                        b. Build relationships among words.
                    
                    

                    
            
            
                

                
                    
                        c. All alternatives are correct. 
                    
                    

                    
            
            
                

                
                    
                        d. Offer several exposures.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        11 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                11. Bilingual education entails:

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        c. Education where content is conceived using English.
                    
                    

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        12 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                12. Which of the following is NOT a level at which phonological awareness is taught?

                            
                            
                            
            
                

                
                    
                        a. Bi-syllable level.
                    
                    

                    
            
            
                

                
                    
                        b. Word level.
                    
                    

                    
            
            
                

                
                    
                        c. Syllable level.
                    
                    

                    
            
            
                

                
                    
                        d. Phoneme level.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        13 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                13. Which of the following teacher prompts would be most appropriate to use to promote pre-primary learners’ (5-6 year old children) phonemic awareness skills?

                            
                            
                            
            
                

                
                    
                        a. “Say the first sound you hear in the word ball.”
                    
                    

                    
            
            
                

                
                    
                        b. “Can you think of a word that rhymes with the word cat?”
                    
                    

                    
            
            
                

                
                    
                        c. “Clap your hands for every beat you hear in the word umbrella.”
                    
                    

                    
            
            
                

                
                    
                        d. “What sound does the letter D make?”
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. Teachers get support for teaching.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        c. Teachers offer tips to colleagues on best practices.
                    
                    

                    
            
            
                

                
                    
                        d. Teachers support children’s behaviour.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. Children behave badly.
                    
                    

                    
            
            
                

                
                    
                        b. Teachers handle school organisation.
                    
                    

                    
            
            
                

                
                    
                        c. Good management in teaching.
                    
                    

                    
            
            
                

                
                    
                        d. Children organise their school work.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. The teacher teaches emotional skills to the children.
                    
                    

                    
            
            
                

                
                    
                        b. The teacher is sensitive to students’ needs.
                    
                    

                    
            
            
                

                
                    
                        c. The teacher ignores crying children.
                    
                    

                    
            
            
                

                
                    
                        d. The teacher tells children how to feel.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        18 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                18. Teacher-directed teaching is beneficial: 

                            
                            
                            
            
                

                
                    
                        a. For learning social relations.
                    
                    

                    
            
            
                

                
                    
                        b. For learning basic reading and mathematics.
                    
                    

                    
            
            
                

                
                    
                        c. For having contact with the teacher.
                    
                    

                    
            
            
                

                
                    
                        d. For learning to play football.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        19 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                19. Teacher-directed teaching means that:

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. All alternatives are correct.
                    
                    

                    
            
            
                

                
                    
                        b. Grammar.
                    
                    

                    
            
            
                

                
                    
                        c. Punctuation.
                    
                    

                    
            
            
                

                
                    
                        d. Spelling.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        21 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                21.  When can adult learners begin to learn to read phrases and sentences?

                            
                            
                            
            
                

                
                    
                        a. After registering in a literacy program.
                    
                    

                    
            
            
                

                
                    
                        b. After obtaining the skills to read words.
                    
                    

                    
            
            
                

                
                    
                        c. After attending several reading classes.
                    
                    

                    
            
            
                

                
                    
                        d. None of the options.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        22 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                22.  How can you manage adult learners during literacy learning sessions?

                            
                            
                            
            
                

                
                    
                        a. Through corporal punishment.
                    
                    

                    
            
            
                

                
                    
                        b. By giving them difficult questions for discussion.
                    
                    

                    
            
            
                

                
                    
                        c. By integrating emotion into lessons.
                    
                    

                    
            
            
                

                
                    
                        d. By giving them many tasks to accomplish.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. Blending phonemes into syllables.
                    
                    

                    
            
            
                

                
                    
                        b. Transforming letters into phonemes.
                    
                    

                    
            
            
                

                
                    
                        c. Combining words into sentences.
                    
                    

                    
            
            
                

                
                    
                        d. Combining syllables into words.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. Does not have a syllable level.
                    
                    

                    
            
            
                

                
                    
                        b. Includes five steps that are repeated.
                    
                    

                    
            
            
                

                
                    
                        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. 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.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        26 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                26. How should a teacher NOT help children with spelling difficulties?

                            
                            
                            
            
                

                
                    
                        a. Train students to have phonological awareness.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        c. Focus on self-correcting strategies.
                    
                    

                    
            
            
                

                
                    
                        d. Train students to check spelling after writing.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        27 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                27. Developing good handwriting:

                            
                            
                            
            
                

                
                    
                        a. Is automatic and requires no special practice.
                    
                    

                    
            
            
                

                
                    
                        b. Is a fast process.
                    
                    

                    
            
            
                

                
                    
                        c. Requires little effort.
                    
                    

                    
            
            
                

                
                    
                        d. Requires many years of practice.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        28 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                28. The centre of motor images in the brain related to writing is:

                            
                            
                            
            
                

                
                    
                        a. Eric’s area.
                    
                    

                    
            
            
                

                
                    
                        b. Exel’s area.
                    
                    

                    
            
            
                

                
                    
                        c. Exeter’s area.
                    
                    

                    
            
            
                

                
                    
                        d. Exner’s area.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        29 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                29.  Which of the following is NOT a psychological benefit of listening to stories?

                            
                            
                            
            
                

                
                    
                        a. Developing visual perceptual skills. 
                    
                    

                    
            
            
                

                
                    
                        b. Gaining knowledge about new things and new words.
                    
                    

                    
            
            
                

                
                    
                        c. Developing imagination.
                    
                    

                    
            
            
                

                
                    
                        d. Developing emotional wellbeing.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        30 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                30.  Which of the following is NOT a good way to teach phonics?

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. There is nothing a teacher can do.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. Does not help children with reading difficulties.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. Parents’ reading habits.
                    
                    

                    
            
            
                

                
                    
                        b. Number of books in the home.
                    
                    

                    
            
            
                

                
                    
                        c. Presence of a radio in the home.
                    
                    

                    
            
            
                

                
                    
                        d. Parents’ attitude toward reading.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        34 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                34.  Which of the following modalities is the most beneficial in learning to read:

                            
                            
                            
            
                

                
                    
                        a. Seeing.
                    
                    

                    
            
            
                

                
                    
                        b. Touching.
                    
                    

                    
            
            
                

                
                    
                        c. Hearing.
                    
                    

                    
            
            
                

                
                    
                        d. Using multiple senses (multisensory approach).
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        35 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                35.  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 adapts instructions according to a child’s skill level. 
                    
                    

                    
            
            
                

                
                    
                        c. The teacher lets children learn to read independently.
                    
                    

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        36 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                36. Screening instruments used in prevention programs for reading difficulties do NOT usually assess which of the following skills?

                            
                            
                            
            
                

                
                    
                        a. Letter knowledge.
                    
                    

                    
            
            
                

                
                    
                        b. Phonological awareness.
                    
                    

                    
            
            
                

                
                    
                        c. Fine motor skills.
                    
                    

                    
            
            
                

                
                    
                        d. Rapid automatized naming.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        37 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                37. Effective interventions for students with learning difficulties typically: 

                            
                            
                            
            
                

                
                    
                        a. Do not increase instructional time, intensity, or differentiation.
                    
                    

                    
            
            
                

                
                    
                        b. Do engage in reading instructional-level materials.
                    
                    

                    
            
            
                

                
                    
                        c. Do not continually monitor progress and adjust instruction or change programmes.
                    
                    

                    
            
            
                

                
                    
                        d. Do not focus on academic skills.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        38 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                38. Based on research, we know that the most effective intervention for reading difficulties is:

                            
                            
                            
            
                

                
                    
                        a. Systematic phonics-based instruction.
                    
                    

                    
            
            
                

                
                    
                        b. Copying written words.
                    
                    

                    
            
            
                

                
                    
                        c. Teaching children to remember whole words.
                    
                    

                    
            
            
                

                
                    
                        d. Teaching children to repeat words the teacher reads aloud.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        39 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                39. Based on research, which of these statements is NOT true? 

                            
                            
                            
            
                

                
                    
                        a. Most poor readers have a combination of difficulties in different aspects of reading skills.
                    
                    

                    
            
            
                

                
                    
                        b. Some poor readers struggle to read fluently.
                    
                    

                    
            
            
                

                
                    
                        c. Some poor readers have problems in learning the new words accurately.
                    
                    

                    
            
            
                

                
                    
                        d. All poor readers have similar kinds of difficulties in reading.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. The whole brain is activated when we read. 
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                            
                            
                            
                            
                        
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

            
            
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