Teacher Certification

Background
This Teacher Certification module was developed to give You feedback, how well You master the research-based content of Literacy learning, Literacy teaching and Reading difficulties. If you successfully complete the module, you will receive a Certificate of Completion that enhances Your professional development.
How to start?
Before you start to study eTALE Africa learning content, we highly recommend You do first a “pretest” by answering 40 random multiple-choice questions. Note that there is only one correct answer for each question (a, b, c or d). You will have one hour to complete the pretest. After answering to all 40 questions, you will receive immediate feedback how well You did.
How to do the test?
If You already are an expert in the content and receive at least 70% (28 out of 40 questions correct) in the pretest, you will automatically receive the Certificate to your email. You can save and print it as a demonstration of your knowledge in literacy learning and teaching and reading difficulties.
What if I do not get 70% in pretest?
If You don’t get 70% in the pretest, do not worry. The “pretest” is the starting point of eTALE Africa eLearning environment! When You have gone through and studied the content, you can do the “post-test” or “final examination”. You can do the test as many times as you like. But note the questions will not be the same or in same order.
When You have answered correctly least to 28 questions (that is 70% and above), the Certificate is send to Your email.
Parts of the eTALE Africa content may seem challenging and the test might not be an easy task! But remember, You can always read a little bit more and do the test again.
Ready? Let´s go!
If you want to do the pretest now, please continue below.

            
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                    Certification test
                    
                    Teacher certification test
                    
                    
                    
                    
                    
                    
                        
                    
                    
                    
                
            

                    
                    User data for teacher certification test

                        NameEmailCountryOther country (fill in here)How many times have you tried this test?
                        
                            
                            
                        
                    
                  

                        
                        
                        1 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                1. Critical factor for reading mastery is:

                            
                            
                            
            
                

                
                    
                        a. Phonological skills.
                    
                    

                    
            
            
                

                
                    
                        b. All alternatives are correct.
                    
                    

                    
            
            
                

                
                    
                        c. Practice time.
                    
                    

                    
            
            
                

                
                    
                        d. Reading motivation.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        2 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                2. The external factor that can be harmful to children’s learning to read is:

                            
                            
                            
            
                

                
                    
                        a. Lessons that are age appropriate.
                    
                    

                    
            
            
                

                
                    
                        b. Expository texts that are too easy.
                    
                    

                    
            
            
                

                
                    
                        c. Inappropriate teaching methods.
                    
                    

                    
            
            
                

                
                    
                        d. Using children's mother tongue in teaching.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        3 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                3.  Why is letter knowledge important for literacy development?

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. It is a strong predictor of reading comprehension.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        4 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                4.  Phonological awareness means:

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. Naming letters in alphabetical order.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. The ability to spell and read words correctly.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        5 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                5. Which of these is an important learning skill?

                            
                            
                            
            
                

                
                    
                        a. All alternatives are correct.
                    
                    

                    
            
            
                

                
                    
                        b. Repetition- or rehearsal-based study skills.
                    
                    

                    
            
            
                

                
                    
                        c. Cognitive and metacognitive study skills.
                    
                    

                    
            
            
                

                
                    
                        d. Procedural or organisational study skills.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. Auditive perception.
                    
                    

                    
            
            
                

                
                    
                        b. Inhibitory control.
                    
                    

                    
            
            
                

                
                    
                        c. Working memory.
                    
                    

                    
            
            
                

                
                    
                        d. Cognitive or mental flexibility.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        7 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                7. A common manifestation of weak cognitive or mental flexibility in children is NOT:

                            
                            
                            
            
                

                
                    
                        a. Being upset by a change of plans.
                    
                    

                    
            
            
                

                
                    
                        b. Getting stuck on one topic or activity.
                    
                    

                    
            
            
                

                
                    
                        c. Resistance to changes.
                    
                    

                    
            
            
                

                
                    
                        d. Talking or playing too loudly.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        8 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                8. Fine motor skills are NOT that important in:

                            
                            
                            
            
                

                
                    
                        a. Writing.
                    
                    

                    
            
            
                

                
                    
                        b. Speaking.
                    
                    

                    
            
            
                

                
                    
                        c. Hopping/jumping.
                    
                    

                    
            
            
                

                
                    
                        d. Drawing.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. Learns letter names.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        c. Repeats the words the teacher reads.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        b. Early vocabulary is not associated with reading comprehension.
                    
                    

                    
            
            
                

                
                    
                        c. Reading fluency at school age.
                    
                    

                    
            
            
                

                
                    
                        d. Comprehension difficulties in reading at school age.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. Visual.
                    
                    

                    
            
            
                

                
                    
                        b. Print.
                    
                    

                    
            
            
                

                
                    
                        c. Gestural.
                    
                    

                    
            
            
                

                
                    
                        d. Linguistic.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. Listening.
                    
                    

                    
            
            
                

                
                    
                        b. Writing and reading.
                    
                    

                    
            
            
                

                
                    
                        c. Drama and play pedagogy.
                    
                    

                    
            
            
                

                
                    
                        d. All alternatives are correct.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. As learners who learn new information by reading.
                    
                    

                    
            
            
                

                
                    
                        b. As passive learners. 
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. As receivers of information. 
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        14 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                14. Many countries around the world are promoting multilingualism, even in places where multilingualism is absent from official educational policy, because multilingualism has been shown to have several advantages. These advantages do NOT include:

                            
                            
                            
            
                

                
                    
                        a. Increased career opportunities.
                    
                    

                    
            
            
                

                
                    
                        b. Increased linguistic recognition.
                    
                    

                    
            
            
                

                
                    
                        c. Enhanced communication skills.
                    
                    

                    
            
            
                

                
                    
                        d. Increased intelligence.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        15 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                15. Monolingualism:

                            
                            
                            
            
                

                
                    
                        a. Refers to the state of knowing or being able to use only one language, at any given time, in speech or written form.
                    
                    

                    
            
            
                

                
                    
                        b. Is synonymous with multilingualism.
                    
                    

                    
            
            
                

                
                    
                        c. Is synonymous with bilingualism.
                    
                    

                    
            
            
                

                
                    
                        d. Refers to the state of knowing or being able to use only one language in speech or written form. 
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        16 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                16. A good way to teach morphological awareness is:

                            
                            
                            
            
                

                
                    
                        a. To teach children to spell words correctly.
                    
                    

                    
            
            
                

                
                    
                        b. To ask the children to repeat text read by the teacher.
                    
                    

                    
            
            
                

                
                    
                        c. To teach how different parts of words can be separated.
                    
                    

                    
            
            
                

                
                    
                        d. To ask the children to write dictated words.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        17 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                17. Which of these is NOT a metalinguistic skill?

                            
                            
                            
            
                

                
                    
                        a. Phonological awareness.
                    
                    

                    
            
            
                

                
                    
                        b. Morphological awareness.
                    
                    

                    
            
            
                

                
                    
                        c. Orthographic knowledge.
                    
                    

                    
            
            
                

                
                    
                        d. Reading fluency.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        18 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                18. Which of the following is NOT a reading comprehension skill?

                            
                            
                            
            
                

                
                    
                        a. Attitude. 
                    
                    

                    
            
            
                

                
                    
                        b. Reasoning. 
                    
                    

                    
            
            
                

                
                    
                        c. Decoding. 
                    
                    

                    
            
            
                

                
                    
                        d. Fluency. 
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        19 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                19. 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. “Clap your hands for every beat you hear in the word umbrella.”
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        21 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                21. Teacher-directed teaching means that:

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        22 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                22. 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.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        23 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                23. Choose the correct process for teaching productive writing:

                            
                            
                            
            
                

                
                    
                        a. Planning, drafting, reviewing, revising, publishing.
                    
                    

                    
            
            
                

                
                    
                        b. Drafting, planning, revising, reviewing, publishing.
                    
                    

                    
            
            
                

                
                    
                        c. Reviewing, drafting, planning, publishing, reviewing.
                    
                    

                    
            
            
                

                
                    
                        d. Publishing, revising, reviewing, drafting, planning.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        24 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                24.  When can adult learners begin to learn to read phrases and sentences?

                            
                            
                            
            
                

                
                    
                        a. After registering in a literacy program.
                    
                    

                    
            
            
                

                
                    
                        b. None of the options.
                    
                    

                    
            
            
                

                
                    
                        c. After obtaining the skills to read words.
                    
                    

                    
            
            
                

                
                    
                        d. After attending several reading classes.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        25 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                25. Why does teaching adult learners require special skills?

                            
                            
                            
            
                

                
                    
                        a. Because they are special.
                    
                    

                    
            
            
                

                
                    
                        b. Because they are slow learners.
                    
                    

                    
            
            
                

                
                    
                        c. Because they are intelligent.
                    
                    

                    
            
            
                

                
                    
                        d. Because their age makes them behave in a different manner.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        26 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                26. What is the most appropriate teaching method to be used in teaching adult learners?

                            
                            
                            
            
                

                
                    
                        a. Gallery walk method.
                    
                    

                    
            
            
                

                
                    
                        b. Student centred method.
                    
                    

                    
            
            
                

                
                    
                        c. The method of gradual release of responsibilities.
                    
                    

                    
            
            
                

                
                    
                        d. Lecture method.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        27 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                27. In phonics-based instruction, one of the repeated processes is NOT:

                            
                            
                            
            
                

                
                    
                        a. Transforming letters into phonemes.
                    
                    

                    
            
            
                

                
                    
                        b. Blending phonemes into syllables.
                    
                    

                    
            
            
                

                
                    
                        c. Combining syllables into words.
                    
                    

                    
            
            
                

                
                    
                        d. Combining words into sentences.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        28 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                28. After the first school year, the best predictor of spelling skill in transparent languages is:

                            
                            
                            
            
                

                
                    
                        a. Reading skill development.
                    
                    

                    
            
            
                

                
                    
                        b. Letter-sound knowledge.
                    
                    

                    
            
            
                

                
                    
                        c. Phonological awareness.
                    
                    

                    
            
            
                

                
                    
                        d. Visuo-motor skills.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        29 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                29.  Which of the following is NOT regarded as a literacy activity for young children?

                            
                            
                            
            
                

                
                    
                        a. Telling the class about things they experienced.
                    
                    

                    
            
            
                

                
                    
                        b. Listening to stories and drawing pictures.
                    
                    

                    
            
            
                

                
                    
                        c. Singing.
                    
                    

                    
            
            
                

                
                    
                        d. Playing random action games on a cell phone or tablet.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        30 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                30. ICT is integrated into reading instruction when:

                            
                            
                            
            
                

                
                    
                        a. The teacher records and plays back children’s reading efforts.
                    
                    

                    
            
            
                

                
                    
                        b. The teacher uses her/his cell phone in class.
                    
                    

                    
            
            
                

                
                    
                        c. The teacher takes photos of learners.
                    
                    

                    
            
            
                

                
                    
                        d. The teacher shows pictures of items learned about in different units, e.g., environmental education.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        31 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                31. In learning to read, it is important that:

                            
                            
                            
            
                

                
                    
                        a. The teacher knows the local languages of the pupils in the class.
                    
                    

                    
            
            
                

                
                    
                        b. All alternatives are correct.
                    
                    

                    
            
            
                

                
                    
                        c. The teacher uses proper teaching methods.
                    
                    

                    
            
            
                

                
                    
                        d. The teacher inspires children to read
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. Does not help children with reading difficulties.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        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:

                            
                            
                            
            
                

                
                    
                        a. Intensive monitoring of the development of reading skills. 
                    
                    

                    
            
            
                

                
                    
                        b. Reliance on explicit instruction on letter–sound connections. 
                    
                    

                    
            
            
                

                
                    
                        c. Teaching phonics explicitly in the context of a multicomponent, integrated instructional program
                    
                    

                    
            
            
                

                
                    
                        d. The instructional-level of the reading material is not important in word-level reading instruction.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        34 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                34. 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. Increasing the extent of the intervention (number of hours).
                    
                    

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        35 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                35. Which of the following is the most effective method for improving literacy in children and adolescents with reading difficulties?

                            
                            
                            
            
                

                
                    
                        a. Teaching whole and sight words.
                    
                    

                    
            
            
                

                
                    
                        b. Using auditory training.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. Use of coloured lenses.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        36 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                36. The main idea of a multi-tiered system of support in instruction is that:

                            
                            
                            
            
                

                
                    
                        a. Children with learning disabilities are taught in special classes.
                    
                    

                    
            
            
                

                
                    
                        b. Many different approaches are used to support children who struggle in learning.
                    
                    

                    
            
            
                

                
                    
                        c. Interventions are layered as a continuum, for example, into three levels of intensiveness.
                    
                    

                    
            
            
                

                
                    
                        d. Children with different kinds of learning difficulties are separated into different teaching groups.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        37 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                37. Based on research, which of these statements is NOT true? 

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        c. Some poor readers struggle to read fluently.
                    
                    

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        38 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                38. In learning to read, it is most important that a child:

                            
                            
                            
            
                

                
                    
                        a. Learns letter-sound correspondences. 
                    
                    

                    
            
            
                

                
                    
                        b. Learns the letter names.
                    
                    

                    
            
            
                

                
                    
                        c. Remembers words as a whole.
                    
                    

                    
            
            
                

                
                    
                        d. Learns to draw letter forms. 
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. The whole brain is activated when we read. 
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        40 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                40. In shallow and transparent orthographies:

                            
                            
                            
            
                

                
                    
                        a. The teacher does not need to teach children to read.
                    
                    

                    
            
            
                

                
                    
                        b. The orthography is not important in teaching reading.
                    
                    

                    
            
            
                

                
                    
                        c. Children learn to read best by remembering whole words.
                    
                    

                    
            
            
                

                
                    
                        d. Children learn to read best using letter-sound correspondences. 
                    
                    

                    
            
                            
                            
                            
                            
                            
                            
                            
                        
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

            
            
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