Teacher Certification

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Background

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

How to start?

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

How to do the test?

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

What if I do not get 70% in pretest?

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

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

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

Ready? Let´s go!

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

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Certification test

Teacher certification test

User data for teacher certification test

1 / 40

Category: Literacy learning

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

2 / 40

Category: Literacy learning

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

3 / 40

Category: Literacy learning

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

4 / 40

Category: Literacy learning

4. To identify sounds of word helps learners to:

5 / 40

Category: Literacy learning

5. Which of these is an important learning skill?

6 / 40

Category: Literacy learning

6. Twenty-first century learning skills do NOT include:

7 / 40

Category: Literacy learning

7. You can get a child to pay attention:

8 / 40

Category: Literacy learning

8. Based on research, which of the following is NOT an important sub-skill of listening skills?

9 / 40

Category: Literacy learning

9. Children do NOT need working memory when:

10 / 40

Category: Literacy learning

10. To become a good reader, it is important that a child:

11 / 40

Category: Literacy teaching

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

12 / 40

Category: Literacy teaching

12. Which of the following is an example of a communication mode?

13 / 40

Category: Literacy teaching

13. Multiliteracy pedagogy stresses the need for language and literacy education to take into account:

14 / 40

Category: Literacy teaching

14. Which of these is NOT a metalinguistic skill?

15 / 40

Category: Literacy teaching

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

16 / 40

Category: Literacy teaching

16. Which of the following is NOT a reading comprehension skill?

17 / 40

Category: Literacy teaching

17. Which of the following best describes the role of phonics in a research-based primary-school reading program in local languages?

18 / 40

Category: Literacy teaching

18. Which of the following best describes the primary purpose and function of a classroom reading assessment?

19 / 40

Category: Literacy teaching

19. Teaching through interaction means that:

20 / 40

Category: Literacy teaching

20. Teacher-directed teaching is beneficial:

21 / 40

Category: Literacy teaching

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

22 / 40

Category: Literacy teaching

22. When can adult learners begin to learn to read phrases and sentences?

23 / 40

Category: Literacy teaching

23. When assessing reading and spelling:

24 / 40

Category: Literacy teaching

24. In phonics-based instruction, one of the repeated processes is NOT:

25 / 40

Category: Literacy teaching

25. When supporting text composition:

26 / 40

Category: Literacy teaching

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

27 / 40

Category: Literacy teaching

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

28 / 40

Category: Literacy teaching

28. Which of the following is NOT a good way to teach phonics?

29 / 40

Category: Literacy teaching

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

30 / 40

Category: Literacy teaching

30. ICT is integrated into reading instruction when:

31 / 40

Category: Reading difficulties

31. In learning to read, it is important that:

32 / 40

Category: Reading difficulties

32. Which of the following modalities is the most beneficial in learning to read:

33 / 40

Category: Reading difficulties

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

34 / 40

Category: Reading difficulties

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

35 / 40

Category: Reading difficulties

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

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:

37 / 40

Category: Reading difficulties

37. A precise estimate of the prevalence of dyslexia in any population is:

38 / 40

Category: Reading difficulties

38. Based on neuroimaging studies:

39 / 40

Category: Reading difficulties

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

40 / 40

Category: Reading difficulties

40. The orthographic structure of a language is:

Your score is

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