Teacher Certification - eTALE Africa

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. 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. Using children's mother tongue in teaching.
                    
                    

                    
            
            
                

                
                    
                        d. Inappropriate teaching methods.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. Teach short vowels before long vowels.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        3 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                3. The skill of identifying and producing rhyming words is useful for:

                            
                            
                            
            
                

                
                    
                        a. Identifying child’s visual-perceptual difficulties.
                    
                    

                    
            
            
                

                
                    
                        b. Keeping learners busy and preventing disturbances in class.
                    
                    

                    
            
            
                

                
                    
                        c. Learning to sound out phonics in short words and identifying relevant words.
                    
                    

                    
            
            
                

                
                    
                        d. Identifying if a child’s hearing is hampering reading development.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        4 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                4.  Which of these does NOT make a child a good reader?

                            
                            
                            
            
                

                
                    
                        a. The ability to use letters and blend them into syllables and words.
                    
                    

                    
            
            
                

                
                    
                        b. The ability to retrieve needed knowledge and information quickly.
                    
                    

                    
            
            
                

                
                    
                        c. Practising reading every day.
                    
                    

                    
            
            
                

                
                    
                        d. The ability to handle books and turn pages efficiently.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        5 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                5. Twenty-first century learning skills do NOT include:

                            
                            
                            
            
                

                
                    
                        a. Critical thinking
                    
                    

                    
            
            
                

                
                    
                        b. Creative thinking and problem solving.
                    
                    

                    
            
            
                

                
                    
                        c. Communicating (including digital literacy), collaborating, and citizenship.
                    
                    

                    
            
            
                

                
                    
                        d. Fine motor skills.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. Talking or playing too loudly.
                    
                    

                    
            
            
                

                
                    
                        b. Getting stuck on one topic or activity.
                    
                    

                    
            
            
                

                
                    
                        c. Resistance to changes.
                    
                    

                    
            
            
                

                
                    
                        d. Being upset by a change of plans.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        7 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                7. You can get a child to pay attention:

                            
                            
                            
            
                

                
                    
                        a. By incorporating movement and physical activity into your lessons.
                    
                    

                    
            
            
                

                
                    
                        b. By being clear in your expectations.
                    
                    

                    
            
            
                

                
                    
                        c. By teaching at the appropriate difficulty level.
                    
                    

                    
            
            
                

                
                    
                        d. All alternatives are correct.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        8 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                8. To increase reading motivation, it is important that:

                            
                            
                            
            
                

                
                    
                        a. Learners understand the basics of reading to get positive feedback in learning situations at home and at school.
                    
                    

                    
            
            
                

                
                    
                        b. All alternatives are correct.
                    
                    

                    
            
            
                

                
                    
                        c. Learners are allowed to choose the complementary books they want to read.
                    
                    

                    
            
            
                

                
                    
                        d. Teachers listen to the children’s needs and pay attention to their motivations so that their lessons can be successfully implemented.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        9 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                9. In teaching motor and visuo-motor skills, it is  important to:

                            
                            
                            
            
                

                
                    
                        a. Keep practice sessions short but frequent.
                    
                    

                    
            
            
                

                
                    
                        b. All alternatives are correct.
                    
                    

                    
            
            
                

                
                    
                        c. Give praise, encouragement, and feedback.
                    
                    

                    
            
            
                

                
                    
                        d. Use visual demonstrations with instructions whenever possible.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        10 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                10. Rapid naming means:

                            
                            
                            
            
                

                
                    
                        a. The ability to fluently find the names of familiar items.
                    
                    

                    
            
            
                

                
                    
                        b. How fluently and quickly a child speaks.
                    
                    

                    
            
            
                

                
                    
                        c. The rapid repeating of known words.
                    
                    

                    
            
            
                

                
                    
                        d. A child is very rapid in answering teachers’ questions.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        11 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                11. Multiliteracy pedagogy acknowledges learners:

                            
                            
                            
            
                

                
                    
                        a. As receivers of information. 
                    
                    

                    
            
            
                

                
                    
                        b. As learners who learn new information by reading.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. As passive learners. 
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        12 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                12. Bilingual education entails:

                            
                            
                            
            
                

                
                    
                        a. Education where content is conceived using English.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        13 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                13. Multilingualism:

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        c. Is synonymous with monolingualism.
                    
                    

                    
            
            
                

                
                    
                        d. Is synonymous with bilingualism.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        14 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                14. A good way to teach morphological awareness is:

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. To ask the children to write dictated words.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. To teach children to spell words correctly.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        15 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                15. 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. “What sound does the letter D make?”
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        16 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                16. A pre-primary school teacher orally presents learners with pairs of words (e.g., buy/tie, see/saw) and has learners identify whether the words rhyme or not. Next, she says a list of one-syllable words and asks learners to point to a part of the body that rhymes with each word (e.g., the teacher says bed, and the learners point to their heads). These activities promote learners’ reading development primarily by:

                            
                            
                            
            
                

                
                    
                        a. Expanding their understanding of the alphabetic principle.
                    
                    

                    
            
            
                

                
                    
                        b. Enriching their vocabulary.
                    
                    

                    
            
            
                

                
                    
                        c. Improving their word decoding skills.
                    
                    

                    
            
            
                

                
                    
                        d. Promoting their development of phonological awareness.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        17 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                17. Instructional support means that:

                            
                            
                            
            
                

                
                    
                        a. Teachers offer tips to colleagues on best practices.
                    
                    

                    
            
            
                

                
                    
                        b. Teachers support children’s language skills and learning.
                    
                    

                    
            
            
                

                
                    
                        c. Teachers get support for teaching.
                    
                    

                    
            
            
                

                
                    
                        d. Teachers support children’s behaviour.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        18 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                18. Teacher-directed teaching is beneficial: 

                            
                            
                            
            
                

                
                    
                        a. For learning basic reading and mathematics.
                    
                    

                    
            
            
                

                
                    
                        b. For learning to play football.
                    
                    

                    
            
            
                

                
                    
                        c. For learning social relations.
                    
                    

                    
            
            
                

                
                    
                        d. For having contact with the teacher.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        19 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                19. Which of these allows writers to write content that is readable and understandable? 

                            
                            
                            
            
                

                
                    
                        a. Spelling.
                    
                    

                    
            
            
                

                
                    
                        b. All alternatives are correct.
                    
                    

                    
            
            
                

                
                    
                        c. Punctuation.
                    
                    

                    
            
            
                

                
                    
                        d. Grammar.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        20 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                20.    How can you help adult learners become fluent in reading?

                            
                            
                            
            
                

                
                    
                        a. By giving them reading tests.
                    
                    

                    
            
            
                

                
                    
                        b. None of the options.
                    
                    

                    
            
            
                

                
                    
                        c. By putting them in competition with young readers.
                    
                    

                    
            
            
                

                
                    
                        d. By providing them with reading materials relevant to their interests.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        21 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                21. Why do not adult learners spend all day learning, as children do?

                            
                            
                            
            
                

                
                    
                        a. None of the options.
                    
                    

                    
            
            
                

                
                    
                        b. Because they are slow learners.
                    
                    

                    
            
            
                

                
                    
                        c. Because they are forced to learn.
                    
                    

                    
            
            
                

                
                    
                        d. Because they have other obligations.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        22 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                22. Who chooses the appropriate learning time for adult learners?

                            
                            
                            
            
                

                
                    
                        a. The learners themselves.
                    
                    

                    
            
            
                

                
                    
                        b. The learners together with their teachers.
                    
                    

                    
            
            
                

                
                    
                        c. The Ministry of Education.
                    
                    

                    
            
            
                

                
                    
                        d. Teachers.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        23 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                23. When beginning to teach a new phoneme, it is useful to tell a story because:

                            
                            
                            
            
                

                
                    
                        a. Children like to hear nice stories.
                    
                    

                    
            
            
                

                
                    
                        b. Teachers like to tell stories.
                    
                    

                    
            
            
                

                
                    
                        c. Parents like to hear stories from school.
                    
                    

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        24 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                24. When supporting text composition:

                            
                            
                            
            
                

                
                    
                        a. It is recommended to start writing without any goal setting.
                    
                    

                    
            
            
                

                
                    
                        b. Making word lists is not an efficient way to proceed.
                    
                    

                    
            
            
                

                
                    
                        c. Spelling exercises are not needed.
                    
                    

                    
            
            
                

                
                    
                        d. Different writing strategies are useful.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        25 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                25. Developing good handwriting:

                            
                            
                            
            
                

                
                    
                        a. Is automatic and requires no special practice.
                    
                    

                    
            
            
                

                
                    
                        b. Is a fast process.
                    
                    

                    
            
            
                

                
                    
                        c. Requires little effort.
                    
                    

                    
            
            
                

                
                    
                        d. Requires many years of practice.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        26 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                26.  Which of the following is NOT a psychological benefit of listening to stories?

                            
                            
                            
            
                

                
                    
                        a. Developing emotional wellbeing.
                    
                    

                    
            
            
                

                
                    
                        b. Gaining knowledge about new things and new words.
                    
                    

                    
            
            
                

                
                    
                        c. Developing imagination.
                    
                    

                    
            
            
                

                
                    
                        d. Developing visual perceptual skills. 
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        27 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                27.  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.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        28 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                28. ICT is integrated into reading instruction when:

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. The teacher takes photos of learners.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        29 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                29. Apps for reading development

                            
                            
                            
            
                

                
                    
                        a. Do not encourage children to read. 
                    
                    

                    
            
            
                

                
                    
                        b. Require that the child be a skilled reader.
                    
                    

                    
            
            
                

                
                    
                        c. Provide reading materials for different reading skill levels.
                    
                    

                    
            
            
                

                
                    
                        d. Provide stories in English only.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        30 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                30. Which of the following is NOT considered a benefit of ICT usage?

                            
                            
                            
            
                

                
                    
                        a. It enhances learning by engaging the mind with a platform other than a book.
                    
                    

                    
            
            
                

                
                    
                        b. Teachers are replaced by ICT technology.
                    
                    

                    
            
            
                

                
                    
                        c. ICT activities promote collaboration, as well as individual learning.
                    
                    

                    
            
            
                

                
                    
                        d. Children have positive learning experiences.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        31 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                31. Part-time special education in grades one and two:

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. Does not help children with reading difficulties.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        32 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                32. 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. Number of books in the home.
                    
                    

                    
            
            
                

                
                    
                        b. Parents’ reading habits.
                    
                    

                    
            
            
                

                
                    
                        c. Parents’ attitude toward reading.
                    
                    

                    
            
            
                

                
                    
                        d. Presence of a radio in the home.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        33 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                33. A reading disorder is a developmental disorder that is characterised by reading achievement (i.e., accuracy, speed, and comprehension) being significantly below standards expected for which of the following:

                            
                            
                            
            
                

                
                    
                        a. Chronological age.
                    
                    

                    
            
            
                

                
                    
                        b. Level of cognitive skills.
                    
                    

                    
            
            
                

                
                    
                        c. Schooling experience.
                    
                    

                    
            
            
                

                
                    
                        d. All alternatives are correct.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        34 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                34. Which of the following is INCORRECT based on research? Fundamental principles for interventions for word-level reading difficulties include:

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. Intensive monitoring of the development of reading skills. 
                    
                    

                    
            
            
                

                
                    
                        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.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        35 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                35. Based on research, which of these statements is INCORRECT. Intensity of reading instruction and intervention can be increased by:

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. Providing explicit instruction. 
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        36 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                36. Based on research, which of the following is NOT true:

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        37 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                37. The main idea of a multi-tiered system of support in instruction is that:

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        38 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                38. Based on research, which of these statements is NOT true? 

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. Some poor readers struggle to read fluently.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        39 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                39. In learning to read, it is most important that a child:

                            
                            
                            
            
                

                
                    
                        a. Learns to draw letter forms. 
                    
                    

                    
            
            
                

                
                    
                        b. Remembers words as a whole.
                    
                    

                    
            
            
                

                
                    
                        c. Learns the letter names.
                    
                    

                    
            
            
                

                
                    
                        d. Learns letter-sound correspondences. 
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        40 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                40. Based on genetic studies of dyslexia, we know that:

                            
                            
                            
            
                

                
                    
                        a. There is one gene that affects brain development and leads to a reading disability.
                    
                    

                    
            
            
                

                
                    
                        b. Because reading disabilities have a genetic background, it is not possible to influence children through teaching. 
                    
                    

                    
            
            
                

                
                    
                        c. There is no single gene for reading disabilities.
                    
                    

                    
            
            
                

                
                    
                        d. Reading disabilities do not run in families.
                    
                    

                    
            
                            
                            
                            
                            
                            
                            
                            
                        
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

            
            
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