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. Which of the following is NOT one of the roles of an efficient reader?

                            
                            
                            
            
                

                
                    
                        a. Codebreaker (using phonics, context, and grammar cues).
                    
                    

                    
            
            
                

                
                    
                        b. Text user (applying reading skills for authentic purposes).
                    
                    

                    
            
            
                

                
                    
                        c. Repeater (learning by heart)
                    
                    

                    
            
            
                

                
                    
                        d. Text participant (making meaning, relating information).
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. It is a strong predictor of reading comprehension.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. It 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.  Phonological awareness means:

                            
                            
                            
            
                

                
                    
                        a. Naming letters in alphabetical order.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. The ability to spell and read words correctly.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. Fine motor skills.
                    
                    

                    
            
            
                

                
                    
                        b. Creative thinking and problem solving.
                    
                    

                    
            
            
                

                
                    
                        c. Critical thinking
                    
                    

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        6 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                6. You can get a child to pay attention:

                            
                            
                            
            
                

                
                    
                        a. By teaching at the appropriate difficulty level.
                    
                    

                    
            
            
                

                
                    
                        b. By being clear in your expectations.
                    
                    

                    
            
            
                

                
                    
                        c. All alternatives are correct.
                    
                    

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        7 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                7. A child shows intrinsic motivation when:

                            
                            
                            
            
                

                
                    
                        a. The child does what the teacher says she or he should do.
                    
                    

                    
            
            
                

                
                    
                        b. Interested in earning a reward from an external source.
                    
                    

                    
            
            
                

                
                    
                        c. The child thinks “I like to read because I want to know more about animals.”
                    
                    

                    
            
            
                

                
                    
                        d. The child thinks “I will practice reading because I will get a good grade.”
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. Play a key role in literacy success and the development of numerous other language skills.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        c. Are fundamental for the development of social and relational skills in the school context. 
                    
                    

                    
            
            
                

                
                    
                        d. Are  very important skills in learning new motor skills. 
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        9 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                9. Children do NOT need working memory when:

                            
                            
                            
            
                

                
                    
                        a. When remembering specific numbers and how they should be manipulated in different arithmetic and calculation tasks.
                    
                    

                    
            
            
                

                
                    
                        b. Trying to remember spoken directions to a specific location.
                    
                    

                    
            
            
                

                
                    
                        c. Immediately repeating a number series, such as  3-6-2, after the teacher.
                    
                    

                    
            
            
                

                
                    
                        d. Remembering a password or telephone number.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        10 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                10. A delay in expressive vocabulary (late talking) at the age of 2–2.5 years predicts:

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. Early vocabulary is not associated with reading comprehension.
                    
                    

                    
            
            
                

                
                    
                        c. Comprehension difficulties in reading at school age.
                    
                    

                    
            
            
                

                
                    
                        d. Reading fluency at school age.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        11 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                11. Bilingual education entails:

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. Education where content is conceived using English.
                    
                    

                    
            
            
                

                
                    
                        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.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        12 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                12. Monolingualism:

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. Is synonymous with bilingualism.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. Is synonymous with multilingualism.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        13 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                13. Which of the following is NOT a level at which phonological awareness is taught?

                            
                            
                            
            
                

                
                    
                        a. Word level.
                    
                    

                    
            
            
                

                
                    
                        b. Bi-syllable level.
                    
                    

                    
            
            
                

                
                    
                        c. Syllable level.
                    
                    

                    
            
            
                

                
                    
                        d. Phoneme level.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        14 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                14. Which of the following best describes the role of phonics in a research-based primary-school reading program in local languages?

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. Phonics is a key component of comprehensive reading instruction that supports learners’ development of fluency and comprehension.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        15 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                15. Which of the following best describes the primary purpose and function of a classroom reading assessment?

                            
                            
                            
            
                

                
                    
                        a. To evaluate the effectiveness of reading instruction by comparing the reading levels of specific groups of learners.
                    
                    

                    
            
            
                

                
                    
                        b. To prepare learners for state standardised testing on reading by equipping them with a variety of test-taking strategies.
                    
                    

                    
            
            
                

                
                    
                        c. To monitor learners' academic achievement in reading by measuring their mastery of the reading standards set by SACMEQ.
                    
                    

                    
            
            
                

                
                    
                        d. To provide instructional plans for reading by determining individual learners' ongoing reading needs.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        16 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                16. Organisational support in teaching means:

                            
                            
                            
            
                

                
                    
                        a. Children organise their school work.
                    
                    

                    
            
            
                

                
                    
                        b. Teachers handle school organisation.
                    
                    

                    
            
            
                

                
                    
                        c. Good management in teaching.
                    
                    

                    
            
            
                

                
                    
                        d. Children behave badly.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. The teacher ignores crying children.
                    
                    

                    
            
            
                

                
                    
                        b. The teacher is sensitive to students’ needs.
                    
                    

                    
            
            
                

                
                    
                        c. The teacher teaches emotional skills to the children.
                    
                    

                    
            
            
                

                
                    
                        d. The teacher tells children how to feel.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        18 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                18. Teacher-directed teaching means that:

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        19 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                19. Child-centred teaching means that:

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        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. Motivating and provoking.
                    
                    

                    
            
            
                

                
                    
                        b. Demonstrating. 
                    
                    

                    
            
            
                

                
                    
                        c. All alternatives are correct.
                    
                    

                    
            
            
                

                
                    
                        d. Responding to learners ideas.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        21 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                21.    How can you help adult learners become fluent in reading?

                            
                            
                            
            
                

                
                    
                        a. None of the options.
                    
                    

                    
            
            
                

                
                    
                        b. By giving them reading tests.
                    
                    

                    
            
            
                

                
                    
                        c. By putting them in competition with young readers.
                    
                    

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        22 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                22.  When can adult learners begin to learn to read phrases and sentences?

                            
                            
                            
            
                

                
                    
                        a. After obtaining the skills to read words.
                    
                    

                    
            
            
                

                
                    
                        b. After attending several reading classes.
                    
                    

                    
            
            
                

                
                    
                        c. None of the options.
                    
                    

                    
            
            
                

                
                    
                        d. After registering in a literacy program.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        23 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                23. When assessing reading in transparent languages: 

                            
                            
                            
            
                

                
                    
                        a. Reading fluency is not connected to reading disabilities.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        24 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                24. Phonics-based instruction:

                            
                            
                            
            
                

                
                    
                        a. Does not have a syllable level.
                    
                    

                    
            
            
                

                
                    
                        b. Is very useful for children with reading difficulties.
                    
                    

                    
            
            
                

                
                    
                        c. Includes five steps that are repeated.
                    
                    

                    
            
            
                

                
                    
                        d. Is recommended, especially for non-transparent languages like English.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        25 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                25. 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.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. Developing imagination.
                    
                    

                    
            
            
                

                
                    
                        b. Developing emotional wellbeing.
                    
                    

                    
            
            
                

                
                    
                        c. Gaining knowledge about new things and new words.
                    
                    

                    
            
            
                

                
                    
                        d. Developing visual perceptual skills. 
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        27 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                27.  Which of the following is NOT a good way to teach phonics?

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. Show a letter and tell the learners what it is; learners repeat it ten times in chorus.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        28 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                28. Which of the following is not beneficial for listening to stories?

                            
                            
                            
            
                

                
                    
                        a. Playing any mobile games. 
                    
                    

                    
            
            
                

                
                    
                        b. Increased vocabulary range.
                    
                    

                    
            
            
                

                
                    
                        c. Listening and concentration enhancement.
                    
                    

                    
            
            
                

                
                    
                        d. Acquisition of literacy skills, such as speaking.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        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 stories in English only.
                    
                    

                    
            
            
                

                
                    
                        d. Provide reading materials for different reading skill levels.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        30 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                30. Blended learning is:

                            
                            
                            
            
                

                
                    
                        a. The integration of reading and writing.
                    
                    

                    
            
            
                

                
                    
                        b. The integration of face-to-face instruction and online learning.
                    
                    

                    
            
            
                

                
                    
                        c. The integration of teacher led learning and learner co-operative learning. 
                    
                    

                    
            
            
                

                
                    
                        d. The integration of the theme, for example, plants, is integrated in each relevant school subject.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. Does not help children with reading difficulties.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        32 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                32. 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. Level of cognitive skills.
                    
                    

                    
            
            
                

                
                    
                        b. Chronological age.
                    
                    

                    
            
            
                

                
                    
                        c. Schooling experience.
                    
                    

                    
            
            
                

                
                    
                        d. All alternatives are correct.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        33 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                33. Based on research, which of the following is NOT true:

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        34 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                34. The main idea of a multi-tiered system of support in instruction is that:

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        35 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                35. Based on research, we know that the most effective intervention for reading difficulties is:

                            
                            
                            
            
                

                
                    
                        a. Systematic phonics-based instruction.
                    
                    

                    
            
            
                

                
                    
                        b. Teaching children to repeat words the teacher reads aloud.
                    
                    

                    
            
            
                

                
                    
                        c. Teaching children to remember whole words.
                    
                    

                    
            
            
                

                
                    
                        d. Copying written words.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        36 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                36. A precise estimate of the prevalence of dyslexia in any population is:

                            
                            
                            
            
                

                
                    
                        a. 4–6%
                    
                    

                    
            
            
                

                
                    
                        b. 0.5%
                    
                    

                    
            
            
                

                
                    
                        c. 30–50%
                    
                    

                    
            
            
                

                
                    
                        d. 1%
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        37 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                37. Based on neuroimaging studies:

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. The whole brain is activated when we read. 
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        38 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                38. Based on genetic studies of dyslexia, we know that:

                            
                            
                            
            
                

                
                    
                        a. Reading disabilities do not run in families.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        c. There is no single gene for reading disabilities.
                    
                    

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        39 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                39. In shallow and transparent orthographies:

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. The orthography is not important in teaching reading.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. The letter names in the language.
                    
                    

                    
            
                            
                            
                            
                            
                            
                            
                            
                        
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

            
            
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