Teacher Certification

    Background

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

    How to start?

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

    How to do the test?

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

    What if I do not get 70% in pretest?

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

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

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

    Ready? Let´s go!

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

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    Certification test

    Teacher certification test

    User data for teacher certification test

    1 / 40

    Category: Literacy learning

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

    2 / 40

    Category: Literacy learning

    2. The method of promoting the development of phonemic awareness in young children is:

    3 / 40

    Category: Literacy learning

    3. To identify sounds of word helps learners to:

    4 / 40

    Category: Literacy learning

    4. Which of these does NOT make a child a good reader?

    5 / 40

    Category: Literacy learning

    5. Which of these is NOT part of the executive functions of the brain?

    6 / 40

    Category: Literacy learning

    6. Development of voluntary attention:

    7 / 40

    Category: Literacy learning

    7. A child shows intrinsic motivation when:

    8 / 40

    Category: Literacy learning

    8. Which one is NOT true? Listening skills...

    9 / 40

    Category: Literacy learning

    9. Which one of these is NOT a good strategy to reduce working memory load when a child has problems with working memory?

    10 / 40

    Category: Literacy learning

    10. To become a good reader, it is important that a child:

    11 / 40

    Category: Literacy teaching

    11. Multiliteracy pedagogy stresses the need for language and literacy education to take into account:

    12 / 40

    Category: Literacy teaching

    12. 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:

    13 / 40

    Category: Literacy teaching

    13. Metalinguistic awareness and development begins:

    14 / 40

    Category: Literacy teaching

    14. Which of the following is NOT a reading comprehension skill?

    15 / 40

    Category: Literacy teaching

    15. Which of the following best describes the role of phonics in a research-based primary-school reading program in local languages?

    16 / 40

    Category: Literacy teaching

    16. Teaching through interaction means that:

    17 / 40

    Category: Literacy teaching

    17. Teacher-directed teaching is beneficial:

    18 / 40

    Category: Literacy teaching

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

    19 / 40

    Category: Literacy teaching

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

    20 / 40

    Category: Literacy teaching

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

    21 / 40

    Category: Literacy teaching

    21. When assessing reading and spelling:

    22 / 40

    Category: Literacy teaching

    22. When beginning to teach a new phoneme, it is useful to tell a story because:

    23 / 40

    Category: Literacy teaching

    23. Phonics-based instruction:

    24 / 40

    Category: Literacy teaching

    24. Reading comprehension can be developed as follows:

    25 / 40

    Category: Literacy teaching

    25. Which of the following is NOT a psychological benefit of listening to stories?

    26 / 40

    Category: Literacy teaching

    26. ICT is integrated into reading instruction when:

    27 / 40

    Category: Literacy teaching

    27. Apps for reading development

    28 / 40

    Category: Literacy teaching

    28. A benefit of using messaging apps (e.g.WhatsApp) in teaching is:

    29 / 40

    Category: Literacy teaching

    29. Blended learning is:

    30 / 40

    Category: Literacy teaching

    30. Which of the following is NOT considered a benefit of ICT usage?

    31 / 40

    Category: Reading difficulties

    31. In learning to read, it is important that:

    32 / 40

    Category: Reading difficulties

    32. To preventing reading difficulties:

    33 / 40

    Category: Reading difficulties

    33. Part-time special education in grades one and two:

    34 / 40

    Category: Reading difficulties

    34. 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:

    35 / 40

    Category: Reading difficulties

    35. We can say that a child has dyslexia or a reading disability when we are sure that:

    36 / 40

    Category: Reading difficulties

    36. A reading disorder is a developmental disorder that is characterised by reading achievement (i.e., accuracy, speed, and comprehension) being significantly below standards expected for which of the following:

    37 / 40

    Category: Reading difficulties

    37. Which of the following modalities is the most beneficial in learning to read:

    38 / 40

    Category: Reading difficulties

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

    39 / 40

    Category: Reading difficulties

    39. Based on research, we know that the most effective intervention for reading difficulties is:

    40 / 40

    Category: Reading difficulties

    40. In shallow and transparent orthographies:

    Your score is

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