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.

            
                0%
                
                
                    
                
                    
                    
                
            
                     567
                    
                    
                

                    
                
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
                    
            
            
                
                
                
            
            
            
                
                    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. Critical factor for reading mastery is:

                            
                            
                            
            
                

                
                    
                        a. Reading motivation.
                    
                    

                    
            
            
                

                
                    
                        b. Phonological skills.
                    
                    

                    
            
            
                

                
                    
                        c. All alternatives are correct.
                    
                    

                    
            
            
                

                
                    
                        d. Practice time.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        2 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                2. What would be a good starting point for teaching letter sounds? 

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. Teach short vowels before long vowels.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        3 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                3.  A transparent language has the following characteristics:

                            
                            
                            
            
                

                
                    
                        a. The phonemes/letter names and sounds of the language are consistent and do not change with the addition of other letters.
                    
                    

                    
            
            
                

                
                    
                        b. The language is easy to master as a second language.
                    
                    

                    
            
            
                

                
                    
                        c. The language does not have a complex grammar structure.
                    
                    

                    
            
            
                

                
                    
                        d. The words are clearly pronounced.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        4 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                4.  Why is letter knowledge important for literacy development?

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        c. Upper- and lowercase letters may confuse learners and hamper reading.
                    
                    

                    
            
            
                

                
                    
                        d. It is a strong predictor of reading comprehension.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        6 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                6. A common manifestation of weak cognitive or mental flexibility in children is NOT:

                            
                            
                            
            
                

                
                    
                        a. Being upset by a change of plans.
                    
                    

                    
            
            
                

                
                    
                        b. Talking or playing too loudly.
                    
                    

                    
            
            
                

                
                    
                        c. Getting stuck on one topic or activity.
                    
                    

                    
            
            
                

                
                    
                        d. Resistance to changes.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        7 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                7. Development of voluntary attention:

                            
                            
                            
            
                

                
                    
                        a. Is not important in learning at school.
                    
                    

                    
            
            
                

                
                    
                        b. Is not important in daily life. 
                    
                    

                    
            
            
                

                
                    
                        c. Is based on the novelty and power of stimuli.
                    
                    

                    
            
            
                

                
                    
                        d. Is based on the way an adult verbally guides a child.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        8 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                8. Based on research, which of the following is NOT an important sub-skill of listening skills?

                            
                            
                            
            
                

                
                    
                        a. Knowledge such as background knowledge or world knowledge.
                    
                    

                    
            
            
                

                
                    
                        b. Fine motor skills.  
                    
                    

                    
            
            
                

                
                    
                        c. Comprehension monitoring.
                    
                    

                    
            
            
                

                
                    
                        d. Memory (working memory and long-term memory).
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        9 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                9. To become a good reader, it is important that a child:

                            
                            
                            
            
                

                
                    
                        a. Learns letter names.
                    
                    

                    
            
            
                

                
                    
                        b. Repeats the words the teacher reads.
                    
                    

                    
            
            
                

                
                    
                        c. Knows letters and corresponding letter-sounds and be able to blend them into syllables and words.
                    
                    

                    
            
            
                

                
                    
                        d. Learn to recognize words as a whole.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        10 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                10. 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. Early vocabulary is not associated with reading comprehension.
                    
                    

                    
            
            
                

                
                    
                        c. Reading fluency at school age.
                    
                    

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        11 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                11. Which of the following is an example of a communication mode?

                            
                            
                            
            
                

                
                    
                        a. Gestural.
                    
                    

                    
            
            
                

                
                    
                        b. Linguistic.
                    
                    

                    
            
            
                

                
                    
                        c. Print.
                    
                    

                    
            
            
                

                
                    
                        d. Visual.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        12 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                12. Multiliteracy pedagogy stresses the need for language and literacy education to take into account:

                            
                            
                            
            
                

                
                    
                        a. Writing and reading.
                    
                    

                    
            
            
                

                
                    
                        b. All of the above.
                    
                    

                    
            
            
                

                
                    
                        c. Listening.
                    
                    

                    
            
            
                

                
                    
                        d. Drama and play pedagogy.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        13 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                13. Multiliteracy pedagogy acknowledges learners:

                            
                            
                            
            
                

                
                    
                        a. As active originators of meanings in the learning process. 
                    
                    

                    
            
            
                

                
                    
                        b. As receivers of information. 
                    
                    

                    
            
            
                

                
                    
                        c. As passive learners. 
                    
                    

                    
            
            
                

                
                    
                        d. As learners who learn new information by reading.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        14 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                14. Bilingual education entails:

                            
                            
                            
            
                

                
                    
                        a. Education where content is conceived using English.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        15 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                15. Multilingualism:

                            
                            
                            
            
                

                
                    
                        a. Is synonymous with monolingualism.
                    
                    

                    
            
            
                

                
                    
                        b. Refers to state of knowing or using more than one language in written or spoken form by an individual or a community.
                    
                    

                    
            
            
                

                
                    
                        c. Is synonymous with bilingualism.
                    
                    

                    
            
            
                

                
                    
                        d. Refers to state of knowing or using a mother language in written or spoken form by an individual or a community.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        16 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                16. Which of the following is NOT a level at which phonological awareness is taught?

                            
                            
                            
            
                

                
                    
                        a. Bi-syllable level.
                    
                    

                    
            
            
                

                
                    
                        b. Syllable level.
                    
                    

                    
            
            
                

                
                    
                        c. Phoneme level.
                    
                    

                    
            
            
                

                
                    
                        d. Word level.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        17 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                17. Which of the following is NOT a reading comprehension skill?

                            
                            
                            
            
                

                
                    
                        a. Decoding. 
                    
                    

                    
            
            
                

                
                    
                        b. Attitude. 
                    
                    

                    
            
            
                

                
                    
                        c. Fluency. 
                    
                    

                    
            
            
                

                
                    
                        d. Reasoning. 
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        18 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                18. 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. “Can you think of a word that rhymes with the word cat?”
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        19 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                19. 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:

                            
                            
                            
            
                

                
                    
                        a. Improving their word decoding skills.
                    
                    

                    
            
            
                

                
                    
                        b. Promoting their development of phonological awareness.
                    
                    

                    
            
            
                

                
                    
                        c. Enriching their vocabulary.
                    
                    

                    
            
            
                

                
                    
                        d. Expanding their understanding of the alphabetic principle.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        20 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                20. 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 key component of comprehensive reading instruction that supports learners’ development of fluency and comprehension.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        21 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                21. Teaching through interaction means that:

                            
                            
                            
            
                

                
                    
                        a. Children talk a lot in the classroom.
                    
                    

                    
            
            
                

                
                    
                        b. Children have fun in the classroom.
                    
                    

                    
            
            
                

                
                    
                        c. Teacher-child interaction supports learning.
                    
                    

                    
            
            
                

                
                    
                        d. The teacher talks a lot in the classroom.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        22 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                22. Child-centred teaching has a positive effect on:

                            
                            
                            
            
                

                
                    
                        a. Children’s eating habits. 
                    
                    

                    
            
            
                

                
                    
                        b. Children’s learning outcomes.
                    
                    

                    
            
            
                

                
                    
                        c. Children’s hobbies.
                    
                    

                    
            
            
                

                
                    
                        d. Children’s sleep habits.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        23 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                23. Child-centred teaching means that:

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        24 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                24. Which of these allows writers to write content that is readable and understandable? 

                            
                            
                            
            
                

                
                    
                        a. All alternatives are correct.
                    
                    

                    
            
            
                

                
                    
                        b. Punctuation.
                    
                    

                    
            
            
                

                
                    
                        c. Spelling.
                    
                    

                    
            
            
                

                
                    
                        d. Grammar.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        25 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                25.  How can you manage adult learners during literacy learning sessions?

                            
                            
                            
            
                

                
                    
                        a. Through corporal punishment.
                    
                    

                    
            
            
                

                
                    
                        b. By integrating emotion into lessons.
                    
                    

                    
            
            
                

                
                    
                        c. By giving them many tasks to accomplish.
                    
                    

                    
            
            
                

                
                    
                        d. By giving them difficult questions for discussion.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        26 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                26. When assessing reading in transparent languages: 

                            
                            
                            
            
                

                
                    
                        a. Reading fluency is almost the same as reading accuracy.
                    
                    

                    
            
            
                

                
                    
                        b. Reading fluency is not a relevant measure when assessing reading. 
                    
                    

                    
            
            
                

                
                    
                        c. Reading fluency is not connected to reading disabilities.
                    
                    

                    
            
            
                

                
                    
                        d. Reading fluency is very useful when defining reading disabilities.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        27 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                27. How should a teacher NOT help children with spelling difficulties?

                            
                            
                            
            
                

                
                    
                        a. Train students to have phonological awareness.
                    
                    

                    
            
            
                

                
                    
                        b. Focus on self-correcting strategies.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. Train students to check spelling after writing.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        28 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                28. When spelling in transparent languages (e.g., bantu languages):

                            
                            
                            
            
                

                
                    
                        a. You need to know the letter-phoneme connections.
                    
                    

                    
            
            
                

                
                    
                        b. You need to know how to separate phonemes from syllables.
                    
                    

                    
            
            
                

                
                    
                        c. All alternatives are correct.
                    
                    

                    
            
            
                

                
                    
                        d. You need to know how to separate syllables from words.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        29 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                29.  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. Teach the letter names and then the sounds they make in words. 
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        30 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                30. A benefit of using messaging apps (e.g.WhatsApp) in teaching is:

                            
                            
                            
            
                

                
                    
                        a. Groups can be created to share relevant information.
                    
                    

                    
            
            
                

                
                    
                        b. Curriculum requires teachers to use messaging apps in teaching.
                    
                    

                    
            
            
                

                
                    
                        c. All alternatives are correct.
                    
                    

                    
            
            
                

                
                    
                        d. Everybody has an access to it also with older mobile phones
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        31 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                31. 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. Presence of a radio in the home.
                    
                    

                    
            
            
                

                
                    
                        b. Number of books in the home.
                    
                    

                    
            
            
                

                
                    
                        c. Parents’ attitude toward reading.
                    
                    

                    
            
            
                

                
                    
                        d. Parents’ reading habits.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        32 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                32.  Which of the following modalities is the most beneficial in learning to read:

                            
                            
                            
            
                

                
                    
                        a. Hearing.
                    
                    

                    
            
            
                

                
                    
                        b. Touching.
                    
                    

                    
            
            
                

                
                    
                        c. Using multiple senses (multisensory approach).
                    
                    

                    
            
            
                

                
                    
                        d. Seeing.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        33 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                33. Based on research, which of these statements is INCORRECT. Intensity of reading instruction and intervention can be increased by:

                            
                            
                            
            
                

                
                    
                        a. Providing explicit instruction. 
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        34 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                34. Which of the following is the most effective method for improving literacy in children and adolescents with reading difficulties?

                            
                            
                            
            
                

                
                    
                        a. Using auditory training.
                    
                    

                    
            
            
                

                
                    
                        b. Teaching whole and sight words.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. Use of coloured lenses.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        35 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                35. Based on research, which of the following is NOT true:

                            
                            
                            
            
                

                
                    
                        a. A reading difficulty can be most successfully treated when identified early in development.
                    
                    

                    
            
            
                

                
                    
                        b. It does not matter if a reading disability is not recognised/identified. 
                    
                    

                    
            
            
                

                
                    
                        c. Learning to read, for children with a reading disability, is based on the same cognitive processes as readers without a disability.
                    
                    

                    
            
            
                

                
                    
                        d. Learning to read, for children with a reading disability, is based on the same developmental steps as readers without a disability.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        36 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                36. Which of the following is NOT included in Fletcher’s general principles of instruction for children with learning difficulties:

                            
                            
                            
            
                

                
                    
                        a. Incorporation of self-regulation strategies.
                    
                    

                    
            
            
                

                
                    
                        b. Instructional explicitness.
                    
                    

                    
            
            
                

                
                    
                        c. Focusing only on phonics in reading difficulties.
                    
                    

                    
            
            
                

                
                    
                        d. Cumulative review.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        37 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                37. A precise estimate of the prevalence of dyslexia in any population is:

                            
                            
                            
            
                

                
                    
                        a. 4–6%
                    
                    

                    
            
            
                

                
                    
                        b. 0.5%
                    
                    

                    
            
            
                

                
                    
                        c. 1%
                    
                    

                    
            
            
                

                
                    
                        d. 30–50%
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. Are not necessary in learning to spell. 
                    
                    

                    
            
            
                

                
                    
                        b. Form the foundation for learning to read.
                    
                    

                    
            
            
                

                
                    
                        c. Are not important in learning to read.
                    
                    

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. The whole brain is activated when we read. 
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. The letter names in the language.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                            
                            
                            
                            
                        
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

            
            
Your score is 

                0%
Teacher Certification

Site links

Support materials

About eTale Africa

Contact

Citation

Follow us
