Teacher Certification

    Background

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

    How to start?

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

    How to do the test?

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

    What if I do not get 70% in pretest?

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

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

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

    Ready? Let´s go!

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

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    Certification test

    Teacher certification test

    User data for teacher certification test

    1 / 40

    Category: Literacy learning

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

    2 / 40

    Category: Literacy learning

    2. Critical factor for reading mastery is:

    3 / 40

    Category: Literacy learning

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

    4 / 40

    Category: Literacy learning

    4. A transparent language has the following characteristics:

    5 / 40

    Category: Literacy learning

    5. To identify sounds of word helps learners to:

    6 / 40

    Category: Literacy learning

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

    7 / 40

    Category: Literacy learning

    7. Which of these is an important learning skill?

    8 / 40

    Category: Literacy learning

    8. You can get a child to pay attention:

    9 / 40

    Category: Literacy learning

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

    10 / 40

    Category: Literacy learning

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

    11 / 40

    Category: Literacy teaching

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

    12 / 40

    Category: Literacy teaching

    12. Which of the following is NOT a dimension of multilingual pedagogy?

    13 / 40

    Category: Literacy teaching

    13. Which of the following is NOT a level at which phonological awareness is taught?

    14 / 40

    Category: Literacy teaching

    14. Which of these is NOT a metalinguistic skill?

    15 / 40

    Category: Literacy teaching

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

    16 / 40

    Category: Literacy teaching

    16. Organisational support in teaching means:

    17 / 40

    Category: Literacy teaching

    17. Teaching through interaction means that:

    18 / 40

    Category: Literacy teaching

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

    19 / 40

    Category: Literacy teaching

    19. Child-centred teaching means that:

    20 / 40

    Category: Literacy teaching

    20. A teacher needs to inspire and encourage learners to generate ideas for what they want to write by:

    21 / 40

    Category: Literacy teaching

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

    22 / 40

    Category: Literacy teaching

    22. Phonics-based instruction:

    23 / 40

    Category: Literacy teaching

    23. How should a teacher NOT help children with spelling difficulties?

    24 / 40

    Category: Literacy teaching

    24. When comparing handwriting and typing:

    25 / 40

    Category: Literacy teaching

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

    26 / 40

    Category: Literacy teaching

    26. When spelling in transparent languages (e.g., bantu languages):

    27 / 40

    Category: Literacy teaching

    27. Reading comprehension can be developed as follows:

    28 / 40

    Category: Literacy teaching

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

    29 / 40

    Category: Literacy teaching

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

    30 / 40

    Category: Literacy teaching

    30. Blended learning is:

    31 / 40

    Category: Reading difficulties

    31. 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:

    32 / 40

    Category: Reading difficulties

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

    33 / 40

    Category: Reading difficulties

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

    34 / 40

    Category: Reading difficulties

    34. Effective interventions for students with learning difficulties typically:

    35 / 40

    Category: Reading difficulties

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

    36 / 40

    Category: Reading difficulties

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

    37 / 40

    Category: Reading difficulties

    37. Spoken language skills:

    38 / 40

    Category: Reading difficulties

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

    39 / 40

    Category: Reading difficulties

    39. The orthographic structure of a language is:

    40 / 40

    Category: Reading difficulties

    40. The most prominent characteristic of reading disability (dyslexia) is:

    Your score is

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