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

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

c. Teach short vowels before long vowels.

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

a. The language is easy to master as a second language.

b. The phonemes/letter names and sounds of the language are consistent and do not change with the addition of other letters.

c. The language does not have a complex grammar structure.

d. The words are clearly pronounced.

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

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

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

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

a. Practising reading every day.

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

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

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

a. Inhibitory control.

b. Working memory.

c. Auditive perception.

d. Cognitive or mental flexibility.

a. Getting stuck on one topic or activity.

b. Being upset by a change of plans.

c. Resistance to changes.

d. Talking or playing too loudly.

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

b. By being clear in your expectations.

c. All alternatives are correct.

d. By teaching at the appropriate difficulty level.

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

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

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

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

a. Keep practice sessions short but frequent.

b. All alternatives are correct.

c. Use visual demonstrations with instructions whenever possible.

d. Give praise, encouragement, and feedback.

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

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

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

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

a. Linguistic.

b. Visual.

c. Gestural.

d. All of the above.

a. As passive learners.

b. As learners who learn new information by reading.

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

d. As receivers of information.

a. Increased career opportunities.

b. Increased linguistic recognition.

c. Enhanced communication skills.

d. Increased intelligence.

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

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

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

d. Education where content is conceived using English.

a. Syllable level.

b. Bi-syllable level.

c. Word level.

d. Phoneme level.

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

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

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

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

a. Children behave badly.

b. Good management in teaching.

c. Teachers handle school organisation.

d. Children organise their school work.

a. Children have fun in the classroom.

b. Teacher-child interaction supports learning.

c. The teacher talks a lot in the classroom.

d. Children talk a lot in the classroom.

a. All alternatives are correct.

b. Spelling.

c. Punctuation.

d. Grammar.

a. None of the above.

b. By putting them in competition with young readers.

c. By giving them reading tests.

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

a. Because they are intelligent.

b. Because their age makes them behave in a different manner.

c. Because they are special.

d. Because they are slow learners.

a. Lecture method.

b. The method of gradual release of responsibilities.

c. Gallery walk method.

d. Student centred method.

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

b. Reading fluency is not connected to reading disabilities.

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

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

a. Spelling exercises are not needed.

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

c. Different writing strategies are useful.

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

a. Exner’s area.

b. Eric’s area.

c. Exel’s area.

d. Exeter’s area.

a. Phonological awareness.

b. Letter-sound knowledge.

c. Reading skill development.

d. Visuo-motor skills.

a. Encourage children to tell the class about an incident that happened to them.

b. Show children the title of the book, read the title, and ask the children to say what they think will happen in the story.

c. Focus on the spelling of new vocabulary words.

d. Let children identify high frequency words.

a. Developing imagination.

b. Developing emotional wellbeing.

c. Gaining knowledge about new things and new words.

d. Developing visual perceptual skills.

a. Telling the class about things they experienced.

b. Singing.

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

d. Listening to stories and drawing pictures.

a. Provide reading materials for different reading skill levels.

b. Do not encourage children to read.

c. Require that the child be a skilled reader.

d. Provide stories in English only.

a. Teachers should just encourage these children to concentrate on other school subjects.

b. Teachers should carefully assess pre-reading skills like phonological skills and letter knowledge.

c. Teachers should just accept that there are children who can’t learn to read.

d. There is nothing a teacher can do.

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

b. All of the above.

c. The child has no visual impairment.

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

a. Touching.

b. Hearing.

c. Seeing.

d. Using multiple senses (multisensory approach).

a. Intensive monitoring of the development of reading skills.

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

c. Teaching phonics explicitly in the context of a multicomponent, integrated instructional program

d. The instructional-level of the reading material is not important in word-level reading instruction.

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

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

c. Providing explicit instruction.

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

a. The teacher provides clear modelling, demonstrations, and explanations.

b. The teacher lets children learn to read independently.

c. Teaching is guided with independent practice and constructive feedback.

d. The teacher adapts instructions according to a child’s skill level.

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

b. Some poor readers struggle to read fluently.

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

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

a. 30–50%

b. 1%

c. 0.5%

d. 4–6%

a. Learns to draw letter forms.

b. Remembers words as a whole.

c. Learns letter-sound correspondences.

d. Learns the letter names.

a. Form the foundation for learning to read.

b. Are not necessary in learning to spell.

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

d. Are not important in learning to read.