Teacher Certification

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

2 / 40

Category: Literacy learning

2. A transparent language has the following characteristics:

3 / 40

Category: Literacy learning

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

4 / 40

Category: Literacy learning

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

5 / 40

Category: Literacy learning

5. Phonological awareness means:

6 / 40

Category: Literacy learning

6. Which of these is an important learning skill?

7 / 40

Category: Literacy learning

7. A common manifestation of weak cognitive or mental flexibility in children is NOT:

8 / 40

Category: Literacy learning

8. You can get a child to pay attention:

9 / 40

Category: Literacy learning

9. Development of voluntary attention:

10 / 40

Category: Literacy learning

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

11 / 40

Category: Literacy teaching

11. Monolingualism:

12 / 40

Category: Literacy teaching

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

13 / 40

Category: Literacy teaching

13. Metalinguistic awareness and development begins:

14 / 40

Category: Literacy teaching

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

15 / 40

Category: Literacy teaching

15. Which of the following activities would be most appropriate for introducing pre-primary learners (5-6 year old children) to the alphabetic principle?

16 / 40

Category: Literacy teaching

16. A pre-primary school teacher orally presents learners with pairs of words (e.g., buy/tie, see/saw) and has learners identify whether the words rhyme or not. Next, she says a list of one-syllable words and asks learners to point to a part of the body that rhymes with each word (e.g., the teacher says bed, and the learners point to their heads). These activities promote learners’ reading development primarily by:

17 / 40

Category: Literacy teaching

17. Emotional support in teaching means that:

18 / 40

Category: Literacy teaching

18. Teacher-directed teaching means that:

19 / 40

Category: Literacy teaching

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

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. Choose the correct process for teaching productive writing:

22 / 40

Category: Literacy teaching

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

23 / 40

Category: Literacy teaching

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

24 / 40

Category: Literacy teaching

24. Why does teaching adult learners require special skills?

25 / 40

Category: Literacy teaching

25. Phonics-based instruction:

26 / 40

Category: Literacy teaching

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

27 / 40

Category: Literacy teaching

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

28 / 40

Category: Literacy teaching

28. Which of the following is not beneficial for listening to stories?

29 / 40

Category: Literacy teaching

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

30 / 40

Category: Literacy teaching

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

31 / 40

Category: Reading difficulties

31. To preventing reading difficulties:

32 / 40

Category: Reading difficulties

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

33 / 40

Category: Reading difficulties

33. Which of the following is INCORRECT based on research? Fundamental principles for interventions for word-level reading difficulties include:

34 / 40

Category: Reading difficulties

34. Screening instruments used in prevention programs for reading difficulties do NOT usually assess which of the following skills?

35 / 40

Category: Reading difficulties

35. Effective interventions for students with learning difficulties typically:

36 / 40

Category: Reading difficulties

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

37 / 40

Category: Reading difficulties

37. Spoken language skills:

38 / 40

Category: Reading difficulties

38. Based on neuroimaging studies:

39 / 40

Category: Reading difficulties

39. In shallow and transparent orthographies:

40 / 40

Category: Reading difficulties

40. The orthographic structure of a language is:

Your score is

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