Teacher certification test
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1. Which of the following is NOT one of the roles of an efficient reader?
a. Text participant (making meaning, relating information).
b. Text user (applying reading skills for authentic purposes).
c. Passive participant in the reading process.
d. Codebreaker (using phonics, context, and grammar cues).
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2. A critical skill for reading mastery is:
a. Good self-esteem.
b. Practice time.
c. Motor development.
d. Phonological skills.
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3. Phonological awareness is about:
a. The ability to spell and read words correctly.
b. Naming letters in alphabetical order.
c. The ability to count the number of words correctly.
d. Identifying the sounds, syllables, and words of the language.
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4. Which of these is NOT part of the executive functions of the brain?
a. Auditive perception.
b. Cognitive or mental flexibility.
c. Working memory.
d. Inhibitory control.
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5. You can get a child to pay attention:
a. All of the above.
b. By teaching at the appropriate difficulty level.
c. By being clear in your expectations.
d. By incorporating movement and physical activity into your lessons.
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6. Fine motor skills ARE NOT that important in:
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7. Based on research, which of the following is NOT an important sub-skill of listening skills?
a. Visual perception.
b. Memory (working memory and long-term memory).
c. Comprehension monitoring.
d. Knowledge such as background knowledge or world knowledge.
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8. Children don’t need working memory when:
a. Immediately repeating a number series, such as 3-6-2, after the teacher.
b. Remembering a password or telephone number.
c. When remembering specific numbers and how they should be manipulated in different arithmetic and calculation tasks.
d. Trying to remember spoken directions to a specific location.
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9. To become a good reader, it is important that a child:
a. Repeats the words the teacher reads.
b. Know letters and corresponding letter-sounds and be able to blend them into syllables and words.
c. Learns letter names.
d. Learn to recognize words as a whole.
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10. In teaching vocabulary, it is important to:
a. Offer several exposures.
b. All of the above.
c. Build relationships among words.
d. Relate the vocabulary to prior knowledge.
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11. Multiliteracy pedagogy stresses the need for language and literacy education to take into account:
a. Writing and reading.
b. Drama and play pedagogy.
d. All of the above.
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a. Is synonymous with monolingualism.
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 bilingualism.
d. Refers to state of knowing or using more than one language in written or spoken form by an individual or a community.
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a. Is synonymous with bilingualism.
b. Refers to the state of knowing or being able to use only one language in speech or written form.
c. Refers to the state of knowing or being able to use only one language, at any given time, in speech or written form.
d. Is synonymous with monolingualism.
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14. Which of the following is NOT a level at which phonological awareness is taught?
a. Bi-syllable level.
b. Word level.
c. Syllable level.
d. Phoneme level.
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15. Metalinguistic awareness and development begins:
a. In adolescence.
b. In middle childhood.
c. In adulthood.
d. At birth.
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16. Which of the following is NOT true of text comprehension?
a. It allows readers to use the information gained from the text.
b. It allows readers to gain an understanding of what’s being read.
c. It allows readers to enjoy what they are reading.
d. It distorts the writers’ message.
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17. Which of the following activities would be most appropriate for introducing pre-primary learners to the alphabetic principle?
a. Posting learners’ names on a wall and having learners whose names contain a certain letter come to the front of the room.
b. Writing a learner’s name on the board and having learners sound out the name by blending the letters.
c. Saying a learner’s name and having learners clap the number of syllables they hear in the name.
d. Reciting a list of learners’ names and having learners raise their hands when they hear a name that begins with a specific sound.
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18. 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. Promoting their development of phonological awareness.
b. Expanding their understanding of the alphabetic principle.
c. Improving their word decoding skills.
d. Enriching their vocabulary.
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19. Which of the following best describes the role of phonics in a research-based primary-school reading program?
a. Phonics should be the central focus of reading instruction until learners have achieved automatic recognition of high-frequency sight-words.
b. Phonics is an instructional strategy that should be used primarily as an intervention for learners who are experiencing reading difficulties.
c. Phonics is a reading technique that should be taught implicitly to learners who demonstrate specific needs in the area of decoding skills.
d. Phonics is a key component of comprehensive reading instruction that supports learners’ development of fluency and comprehension.
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20. Instructional support means that:
a. Teachers support children’s behaviour.
b. Teachers support children’s language skills and learning.
c. Teachers offer tips to colleagues on best practices.
d. Teachers get support for teaching.
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21. Organisational support in teaching means:
a. Children behave badly.
b. Good management in teaching.
c. Children organise their school work.
d. Teachers handle school organisation.
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22. Child-centred teaching means that
a. The teacher is sensitive to the child’s needs in learning.
b. The child sits between the teacher’s arms while learning.
c. The teacher puts the child in the middle of the classroom.
d. The child decides what she/he would like to learn.
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23. Which of these allows writers to write content that is readable and understandable?
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24. When assessing reading and spelling:
a. The assessment should include letter knowledge and phoneme awareness.
b. The assessment should include only real words.
c. The assessment should include only word reading lists made by the teacher.
d. The assessment should include a rapid spelling test.
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25. When beginning to teach a new phoneme, it is useful to tell a story because:
a. Children like to hear nice stories.
b. Parents like to hear stories from school.
c. Children can associate familiar matters with the new phoneme.
d. Teachers like to tell stories.
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26. When comparing handwriting and typing:
a. Typing seems to be more efficient when learning to read.
b. Sensory experiences in typing are more complex than in handwriting.
c. Typing supports the remembering of letters better than handwriting.
d. Handwriting activates engrams in the brain, which supports learning letters.
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27. After the first school year, the best predictor of spelling skill in transparent languages is:
a. Reading skill development.
b. Visuo-motor skills.
c. Phonological awareness.
d. Letter-sound knowledge.
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28. Which of the following is NOT a benefit of listening to stories?
a. Acquistion of literacy skills, such as speaking.
b. Listening and concentration enhancement.
c. A storybook is required for listening to stories.
d. Increased vocabulary range.
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29. ICT is integrated into reading instruction when:
a. The teacher takes photos of learners.
b. The teacher records and plays back children’s reading efforts.
c. The teacher shows pictures of items learned about in different units, e.g., environmental education.
d. The teacher uses her/his cell phone in class.
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30. Which of the following is NOT considered a benefit of ICT usage?
a. Children have positive learning experiences.
b. It enhances learning by engaging the mind with a platform other than a book.
c. It encourages parents to obtain a laptop as needed to apply ICT integration.
d. ICT activities promote collaboration, as well as individual learning.
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31. In learning to read, it is important that:
a. The teacher knows the local languages of the pupils in the class.
c. The teacher inspires children to read
d. The teacher uses proper teaching methods.
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32. Part-time special education in grades one and two:
a. Is not needed because some children may just have a delay in their learning to read.
b. Does not help children with reading difficulties.
c. Predicts faster skill development in children with reading and spelling difficulties.
d. Is not a reasonable way to use limited teaching resources.
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33. For very young children, the reading environment in the home is strongly linked to their emergent literacy skills before entering school. Which of these is NOT an important aspect of the home literacy environment:
a. Parents’ attitude toward reading.
b. Number of books in the home.
c. Presence of a radio or television in the home.
d. Parents’ reading habits.
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34. Which of the following modalities is the most beneficial in learning to read:
b. Using multiple senses (multisensory approach).
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35. Based on research, which of these statements is INCORRECT concerning effective instruction for children with reading difficulties:
a. The teacher lets children learn to read independently.
b. The teacher provides clear modelling, demonstrations, and explanations.
c. The teacher adapts instructions according to a child’s skill level.
d. Teaching is guided with independent practice and constructive feedback.
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36. Which of the following is the most effective method for improving literacy in children and adolescents with reading difficulties?
a. Using auditory training.
b. Systematic instruction of letter–sound correspondences and decoding.
c. Use of coloured lenses.
d. Teaching whole and sight words.
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37. Effective interventions for students with learning difficulties typically:
a. Do engage in reading instructional-level materials.
b. Do not increase instructional time, intensity, or differentiation.
c. Do not focus on academic skills.
d. Do not continually monitor progress and adjust instruction or change programmes.
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38. Based on research, we know that the most effective intervention for reading difficulties is:
a. Teaching children to remember whole words.
b. Systematic phonics-based instruction.
c. Teaching children to repeat words the teacher reads aloud.
d. Copying written words.
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39. Spoken language skills:
a. Are not important in learning to read.
b. Are not necessary in learning to spell.
c. Form the foundation for learning to read.
d. Have only a very limited effect on learning to read.
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40. The most prominent characteristic of reading disability (dyslexia) is:
a. Problems in visual perception.
b. Attention problems.
c. Poor text comprehension.
d. Struggles with word reading.
Your score is
The average score is 15%