Teacher Certification


            
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                    Certification test
                    
                    Teacher certification test
                    
                    
                    
                    
                    
                        
                    
                    
                    
                
            

                        
                        1 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                1. Which sequence is most suitable for teaching letter sounds and letter names?

                            
                            
                            
            
                

                
                    
                        a. Lower- and uppercase letter teaching depends on the country’s preferences. Teach long and short vowels together, e.g., a, ai, and ae. Teach letters that look similar in different time frames. Teach letters that appear frequently in simple words.
                    
                    

                    
            
            
                

                
                    
                        b. First teach letter sounds that occur frequently in simple words. Teach short vowels before long vowels. Teach letter names together with their sounds. Lower- and uppercase letter teaching depends on the country’s preferences.
                    
                    

                    
            
            
                

                
                    
                        c. Teach letter names and the sounds they make in words. Teach long and short vowels together (if applicable). Teach letter sounds that appear frequently in simple words. Teach letters that look similar in different time frames.
                    
                    

                    
            
            
                

                
                    
                        d. Teach short vowels before long vowels. Teach similar letters together to help learners differentiate them more easily. Teach frequently used letters. Lower- and uppercase letter teaching depends on the country’s preferences.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        2 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                2.  Why is letter knowledge important for literacy development?

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. It is a strong predictor of reading comprehension.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        3 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                3.  Examples of phoneme manipulation include:

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        4 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                4. The use of the final sounds (rhyming endings) of words helps learners to:

                            
                            
                            
            
                

                
                    
                        a. See how well the teacher prepared the lesson.
                    
                    

                    
            
            
                

                
                    
                        b. Find reading less difficult.
                    
                    

                    
            
            
                

                
                    
                        c. Learn how words are analysed.
                    
                    

                    
            
            
                

                
                    
                        d. Identify phonic clusters for reading and spelling improvement.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        5 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                5. A common manifestation of weak cognitive or mental flexibility in children is NOT:

                            
                            
                            
            
                

                
                    
                        a. Getting stuck on one topic or activity.
                    
                    

                    
            
            
                

                
                    
                        b. Talking or playing too loudly.
                    
                    

                    
            
            
                

                
                    
                        c. Resistance to change or routine.
                    
                    

                    
            
            
                

                
                    
                        d. Being upset by a change of plans.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        6 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                6. In teaching motor and visuo-motor skills, it is NOT that important to:

                            
                            
                            
            
                

                
                    
                        a. Stop the child immediately when the child is making an error in practising a new motor skill.
                    
                    

                    
            
            
                

                
                    
                        b. Give praise, encouragement, and feedback.
                    
                    

                    
            
            
                

                
                    
                        c. Keep practice sessions short but frequent.
                    
                    

                    
            
            
                

                
                    
                        d. Use visual demonstrations with instructions whenever possible.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        7 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                7. Based on research, which of the following is NOT an important sub-skill of listening skills?

                            
                            
                            
            
                

                
                    
                        a. Visual perception.
                    
                    

                    
            
            
                

                
                    
                        b. Comprehension monitoring.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. Knowledge such as background knowledge or world knowledge.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        8 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                8. Which one is NOT true? Listening skills:

                            
                            
                            
            
                

                
                    
                        a. Are not very important skills in academic learning.
                    
                    

                    
            
            
                

                
                    
                        b. And academic success or knowledge are closely connected since listening is an important skill children use to process and acquire information.
                    
                    

                    
            
            
                

                
                    
                        c. Listening skills play a key role in literacy success and the development of numerous other language skills.
                    
                    

                    
            
            
                

                
                    
                        d. Listening skills are fundamental for the development of social and relational skills in the school context.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        9 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                9. Which one of these is NOT related to naming problems?

                            
                            
                            
            
                

                
                    
                        a. A child reads fluently, but makes many errors in reading.
                    
                    

                    
            
            
                

                
                    
                        b. A child uses “empty words” or very general words like “that thing.”
                    
                    

                    
            
            
                

                
                    
                        c. A child learns to read accurately, but the reading is slow and laborious.
                    
                    

                    
            
            
                

                
                    
                        d. Learning the letters is laborious even when phonological skills are intact.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        10 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                10. To become a good reader, it is important that a child:

                            
                            
                            
            
                

                
                    
                        a. Learn to recognize words as a whole.
                    
                    

                    
            
            
                

                
                    
                        b. Repeats the words the teacher reads.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. Learns letter names.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        11 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                11. Which of the following is NOT a dimension of multilingual pedagogy?

                            
                            
                            
            
                

                
                    
                        a. Overt instruction.
                    
                    

                    
            
            
                

                
                    
                        b. Situated practise.
                    
                    

                    
            
            
                

                
                    
                        c. Transformed practise.
                    
                    

                    
            
            
                

                
                    
                        d. Critical instruction.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        12 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                12. Multiliteracy pedagogy acknowledges learners:

                            
                            
                            
            
                

                
                    
                        a. As receivers of information. 
                    
                    

                    
            
            
                

                
                    
                        b. As passive learners. 
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. As learners who learn new information by reading.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        13 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                13. Multilingualism:

                            
                            
                            
            
                

                
                    
                        a. Is synonymous with monolingualism.
                    
                    

                    
            
            
                

                
                    
                        b. Is synonymous with bilingualism.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        14 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                14. Metalinguistic awareness and development begins:

                            
                            
                            
            
                

                
                    
                        a. In adulthood.
                    
                    

                    
            
            
                

                
                    
                        b. At birth.
                    
                    

                    
            
            
                

                
                    
                        c. In middle childhood.
                    
                    

                    
            
            
                

                
                    
                        d. In adolescence.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        15 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                15. Which of these is NOT a metalinguistic skill?

                            
                            
                            
            
                

                
                    
                        a. Reading fluency.
                    
                    

                    
            
            
                

                
                    
                        b. Phonological awareness.
                    
                    

                    
            
            
                

                
                    
                        c. Morphological awareness.
                    
                    

                    
            
            
                

                
                    
                        d. Orthographic knowledge.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        16 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                16. Which of the following is NOT a reading comprehension skill?

                            
                            
                            
            
                

                
                    
                        a. Reasoning. 
                    
                    

                    
            
            
                

                
                    
                        b. Decoding. 
                    
                    

                    
            
            
                

                
                    
                        c. Attitude. 
                    
                    

                    
            
            
                

                
                    
                        d. Fluency. 
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        17 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                17. Emotional support in teaching means that:

                            
                            
                            
            
                

                
                    
                        a. The teacher teaches emotional skills to the children.
                    
                    

                    
            
            
                

                
                    
                        b. The teacher comforts crying children.
                    
                    

                    
            
            
                

                
                    
                        c. The teacher tells children how to feel.
                    
                    

                    
            
            
                

                
                    
                        d. The teacher is sensitive to students’ needs.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        18 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                18. Teaching through interaction means that:

                            
                            
                            
            
                

                
                    
                        a. Children talk a lot in class.
                    
                    

                    
            
            
                

                
                    
                        b. The teacher talks a lot in class.
                    
                    

                    
            
            
                

                
                    
                        c. Teacher-child interaction supports learning.
                    
                    

                    
            
            
                

                
                    
                        d. Children have fun in class.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        19 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                19. Teacher-directed teaching means that:

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        20 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                20. A teacher needs to inspire and encourage learners to generate ideas for what they want to write by:

                            
                            
                            
            
                

                
                    
                        a. Evaluating. 
                    
                    

                    
            
            
                

                
                    
                        b. Demonstrating. 
                    
                    

                    
            
            
                

                
                    
                        c. Motivating and provoking.
                    
                    

                    
            
            
                

                
                    
                        d. Responding.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        21 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                21. Which of these allows writers to write content that is readable and understandable? 

                            
                            
                            
            
                

                
                    
                        a. Vocabulary.
                    
                    

                    
            
            
                

                
                    
                        b. Grammar. 
                    
                    

                    
            
            
                

                
                    
                        c. Spelling.
                    
                    

                    
            
            
                

                
                    
                        d. Punctuation.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        22 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                22. Which of the following statements about the importance of teaching productive writing is FALSE?

                            
                            
                            
            
                

                
                    
                        a. Learners can improve their writing ability by expressing their thoughts to other people.
                    
                    

                    
            
            
                

                
                    
                        b. Learners learn to correct their writing mistakes and perfect their writing skills. 
                    
                    

                    
            
            
                

                
                    
                        c. Writing builds distance between the writer and reader.
                    
                    

                    
            
            
                

                
                    
                        d. Learners learn how to use the components of language and improve their language skills.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        23 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                23.  When can adult learners begin to learn to read phrases and sentences?

                            
                            
                            
            
                

                
                    
                        a. After registering in a literacy program.
                    
                    

                    
            
            
                

                
                    
                        b. After attending several reading classes.
                    
                    

                    
            
            
                

                
                    
                        c. After obtaining the skills to read words.
                    
                    

                    
            
            
                

                
                    
                        d. None of the above.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        24 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                24.      Why don’t adult learners spend all day learning, as children do?

                            
                            
                            
            
                

                
                    
                        a. Because they are slow learners.
                    
                    

                    
            
            
                

                
                    
                        b. None of the above.
                    
                    

                    
            
            
                

                
                    
                        c. Because they are forced to learn.
                    
                    

                    
            
            
                

                
                    
                        d. Because they have other obligations.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        25 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                25. When beginning to teach a new phoneme, it is useful to tell a story because:

                            
                            
                            
            
                

                
                    
                        a. Parents like to hear stories from school.
                    
                    

                    
            
            
                

                
                    
                        b. Teachers like to tell stories.
                    
                    

                    
            
            
                

                
                    
                        c. Children can associate familiar matters with the new phoneme.
                    
                    

                    
            
            
                

                
                    
                        d. Children like to hear nice stories.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        26 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                26. How SHOULDN’T a teacher help children with spelling difficulties?

                            
                            
                            
            
                

                
                    
                        a. Focus on self-correcting strategies.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        c. Train students to check spelling after writing.
                    
                    

                    
            
            
                

                
                    
                        d. Train students to have phonological awareness.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        27 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                27. The centre of motor images in the brain related to writing is:

                            
                            
                            
            
                

                
                    
                        a. Exel’s area.
                    
                    

                    
            
            
                

                
                    
                        b. Exeter’s area.
                    
                    

                    
            
            
                

                
                    
                        c. Exner’s area.
                    
                    

                    
            
            
                

                
                    
                        d. Eric’s area.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        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. Visuo-motor skills.
                    
                    

                    
            
            
                

                
                    
                        d. Phonological awareness.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        29 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                29. When spelling in transparent languages (e.g., bantu languages):

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        c. All of the above.
                    
                    

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        30 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                30.  Which of the following is NOT regarded as a literacy activity for young children?

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. Telling the class about things they experienced.
                    
                    

                    
            
            
                

                
                    
                        c. Singing.
                    
                    

                    
            
            
                

                
                    
                        d. Listening to stories and drawing pictures.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        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. Parents’ reading habits.
                    
                    

                    
            
            
                

                
                    
                        b. Number of books in the home.
                    
                    

                    
            
            
                

                
                    
                        c. Parents’ attitude toward reading.
                    
                    

                    
            
            
                

                
                    
                        d. Presence of a radio or television in the home.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        32 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                32. We can say that a child has dyslexia or a reading disability when we are sure that:

                            
                            
                            
            
                

                
                    
                        a. The child speaks the language used in reading instruction.
                    
                    

                    
            
            
                

                
                    
                        b. All of the above.
                    
                    

                    
            
            
                

                
                    
                        c. The child has no visual impairment.
                    
                    

                    
            
            
                

                
                    
                        d. The child has been in school and recieved adequate instruction in reading.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        33 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                33.  Which of the following modalities is the most beneficial in learning to read:

                            
                            
                            
            
                

                
                    
                        a. Using multiple senses (multisensory approach).
                    
                    

                    
            
            
                

                
                    
                        b. Hearing.
                    
                    

                    
            
            
                

                
                    
                        c. Seeing.
                    
                    

                    
            
            
                

                
                    
                        d. Touching.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. Providing explicit instruction. 
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        35 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                35. Effective interventions for students with learning difficulties typically: 

                            
                            
                            
            
                

                
                    
                        a. Do engage in reading instructional-level materials.
                    
                    

                    
            
            
                

                
                    
                        b. Do not focus on academic skills.
                    
                    

                    
            
            
                

                
                    
                        c. Do not increase instructional time, intensity, or differentiation.
                    
                    

                    
            
            
                

                
                    
                        d. Do not continually monitor progress and adjust instruction or change programmes.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        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. Instructional explicitness.
                    
                    

                    
            
            
                

                
                    
                        b. Focusing only on phonics in reading difficulties.
                    
                    

                    
            
            
                

                
                    
                        c. Incorporation of self-regulation strategies.
                    
                    

                    
            
            
                

                
                    
                        d. Cumulative review.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. Some poor readers struggle to read fluently.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. Learns letter-sound correspondences. 
                    
                    

                    
            
            
                

                
                    
                        b. Remembers words as a whole.
                    
                    

                    
            
            
                

                
                    
                        c. Learns the letter names.
                    
                    

                    
            
            
                

                
                    
                        d. Learns to draw letter forms. 
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        39 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                39. Spoken language skills:

                            
                            
                            
            
                

                
                    
                        a. Are not important in learning to read.
                    
                    

                    
            
            
                

                
                    
                        b. Form the foundation for learning to read.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. Are not necessary in learning to spell. 
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        40 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                40. The most prominent characteristic of reading disability (dyslexia) is:

                            
                            
                            
            
                

                
                    
                        a. Problems in visual perception.
                    
                    

                    
            
            
                

                
                    
                        b. Poor text comprehension. 
                    
                    

                    
            
            
                

                
                    
                        c. Attention problems.
                    
                    

                    
            
            
                

                
                    
                        d. Struggles with word reading.
                    
                    

                    
            
                            
                            
                            
                            
                            
                            
                            
                        
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

            
            
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