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. Repeater (learning by heart)
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        2 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                2. The best literacy teaching method for beginning reading is:

                            
                            
                            
            
                

                
                    
                        a. Look-and-say (whole word vocabulary identification).
                    
                    

                    
            
            
                

                
                    
                        b. A whole language approach (with a focus on reading for meaning).
                    
                    

                    
            
            
                

                
                    
                        c. Integrated language arts (reading, writing, and correct spelling).
                    
                    

                    
            
            
                

                
                    
                        d. Phonics decoding (letter-sound correspondence).
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        3 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                3.  Why is letter knowledge important for literacy development?

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. It is a strong predictor of reading comprehension.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. It helps to make decoding easier when children sound out the alphabet.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        4 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                4. The method of promoting the development of phonemic awareness in young children is:

                            
                            
                            
            
                

                
                    
                        a. Teaching rhyming words and syllables.
                    
                    

                    
            
            
                

                
                    
                        b. Teaching short vowel phonics.
                    
                    

                    
            
            
                

                
                    
                        c. Teaching sounds with corresponding letter names.
                    
                    

                    
            
            
                

                
                    
                        d. Counting how many words make up a specific sentence.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        5 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                5. The skill of identifying and producing rhyming words is useful for:

                            
                            
                            
            
                

                
                    
                        a. Keeping learners busy and preventing disturbances in class.
                    
                    

                    
            
            
                

                
                    
                        b. Identifying child’s visual-perceptual difficulties.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        6 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                6. Based on research, which of the following is NOT an important sub-skill of listening skills?

                            
                            
                            
            
                

                
                    
                        a. Comprehension monitoring.
                    
                    

                    
            
            
                

                
                    
                        b. Memory (working memory and long-term memory).
                    
                    

                    
            
            
                

                
                    
                        c. Fine motor skills.  
                    
                    

                    
            
            
                

                
                    
                        d. Knowledge such as background knowledge or world knowledge.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        7 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                7. Which one is NOT true? Listening skills...

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        8 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                8. Children do NOT need working memory when:

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. Remembering a password or telephone number.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        9 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                9. Rapid naming means:

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. The rapid repeating of known words.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. How fluently and quickly a child speaks.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        10 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                10. In teaching vocabulary, it is important to:

                            
                            
                            
            
                

                
                    
                        a. Relate the vocabulary to prior knowledge.
                    
                    

                    
            
            
                

                
                    
                        b. Build relationships among words.
                    
                    

                    
            
            
                

                
                    
                        c. Offer several exposures.
                    
                    

                    
            
            
                

                
                    
                        d. All alternatives are correct. 
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        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 languages are thought of as additional or optional subjects.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. Education where content is conceived using English.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        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 multilingualism.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. Is synonymous with bilingualism.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. Phoneme level.
                    
                    

                    
            
            
                

                
                    
                        b. Syllable level.
                    
                    

                    
            
            
                

                
                    
                        c. Word level.
                    
                    

                    
            
            
                

                
                    
                        d. Bi-syllable level.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        14 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                14. Steps of teaching reading comprehension when the child masters the basic reading skills.

                            
                            
                            
            
                

                
                    
                        a. Pre-reading, during-reading, post-reading. 
                    
                    

                    
            
            
                

                
                    
                        b. During-reading, vocabulary, pre-reading, post-reading.
                    
                    

                    
            
            
                

                
                    
                        c. Picture walk, during-reading, pre-reading, post-reading. 
                    
                    

                    
            
            
                

                
                    
                        d. Picture walk, during-reading, pre-reading, post-reading. 
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        15 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                15. Instructional support means that:

                            
                            
                            
            
                

                
                    
                        a. Teachers offer tips to colleagues on best practices.
                    
                    

                    
            
            
                

                
                    
                        b. Teachers support children’s behaviour.
                    
                    

                    
            
            
                

                
                    
                        c. Teachers get support for teaching.
                    
                    

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        16 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                16. Teaching through interaction means that:

                            
                            
                            
            
                

                
                    
                        a. Teacher-child interaction supports learning.
                    
                    

                    
            
            
                

                
                    
                        b. Children talk a lot in the classroom.
                    
                    

                    
            
            
                

                
                    
                        c. Children have fun in the classroom.
                    
                    

                    
            
            
                

                
                    
                        d. The teacher talks a lot in the classroom.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        17 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                17. Teacher-directed teaching is beneficial: 

                            
                            
                            
            
                

                
                    
                        a. For having contact with the teacher.
                    
                    

                    
            
            
                

                
                    
                        b. For learning basic reading and mathematics.
                    
                    

                    
            
            
                

                
                    
                        c. For learning to play football.
                    
                    

                    
            
            
                

                
                    
                        d. For learning social relations.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        18 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                18. Child-centred teaching has a positive effect on:

                            
                            
                            
            
                

                
                    
                        a. Children’s sleep habits.
                    
                    

                    
            
            
                

                
                    
                        b. Children’s hobbies.
                    
                    

                    
            
            
                

                
                    
                        c. Children’s eating habits. 
                    
                    

                    
            
            
                

                
                    
                        d. Children’s learning outcomes.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. All alternatives are correct.
                    
                    

                    
            
            
                

                
                    
                        b. Grammar.
                    
                    

                    
            
            
                

                
                    
                        c. Spelling.
                    
                    

                    
            
            
                

                
                    
                        d. Punctuation.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        20 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                20. Which of the following statements about the importance of teaching productive writing is FALSE?

                            
                            
                            
            
                

                
                    
                        a. Learners learn how to use the components of language and improve their language skills.
                    
                    

                    
            
            
                

                
                    
                        b. Learners learn to correct their writing mistakes and perfect their writing skills. 
                    
                    

                    
            
            
                

                
                    
                        c. Writing builds distance between the writer and reader.
                    
                    

                    
            
            
                

                
                    
                        d. b.	Learners can improve their writing ability by expressing their thoughts to other people.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. By putting them in competition with young readers.
                    
                    

                    
            
            
                

                
                    
                        c. None of the options.
                    
                    

                    
            
            
                

                
                    
                        d. By giving them reading tests.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. None of the options.
                    
                    

                    
            
            
                

                
                    
                        b. After attending several reading classes.
                    
                    

                    
            
            
                

                
                    
                        c. After obtaining the skills to read words.
                    
                    

                    
            
            
                

                
                    
                        d. After registering in a literacy program.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        23 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                23.  How can you manage adult learners during literacy learning sessions?

                            
                            
                            
            
                

                
                    
                        a. By integrating emotion into lessons.
                    
                    

                    
            
            
                

                
                    
                        b. By giving them many tasks to accomplish.
                    
                    

                    
            
            
                

                
                    
                        c. Through corporal punishment.
                    
                    

                    
            
            
                

                
                    
                        d. By giving them difficult questions for discussion.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        24 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                24. When beginning to teach a new phoneme, it is useful to tell a story because:

                            
                            
                            
            
                

                
                    
                        a. Children like to hear nice stories.
                    
                    

                    
            
            
                

                
                    
                        b. Teachers like to tell stories.
                    
                    

                    
            
            
                

                
                    
                        c. Parents like to hear stories from school.
                    
                    

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        25 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                25. In phonics-based instruction, one of the repeated processes is NOT:

                            
                            
                            
            
                

                
                    
                        a. Combining syllables into words.
                    
                    

                    
            
            
                

                
                    
                        b. Blending phonemes into syllables.
                    
                    

                    
            
            
                

                
                    
                        c. Transforming letters into phonemes.
                    
                    

                    
            
            
                

                
                    
                        d. Combining words into sentences.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        26 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                26. How should a teacher NOT help children with spelling difficulties?

                            
                            
                            
            
                

                
                    
                        a. Focus on self-correcting strategies.
                    
                    

                    
            
            
                

                
                    
                        b. Train students to check spelling after writing.
                    
                    

                    
            
            
                

                
                    
                        c. Have students write words and mark the spelling errors with a red pen.
                    
                    

                    
            
            
                

                
                    
                        d. Train students to have phonological awareness.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        27 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                27. Developing good handwriting:

                            
                            
                            
            
                

                
                    
                        a. Requires little effort.
                    
                    

                    
            
            
                

                
                    
                        b. Requires many years of practice.
                    
                    

                    
            
            
                

                
                    
                        c. Is automatic and requires no special practice.
                    
                    

                    
            
            
                

                
                    
                        d. Is a fast process.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        28 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                28. Reading comprehension can be developed as follows:

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. Focus on the spelling of new vocabulary words.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. Let children identify high frequency words.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        29 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                29.  Which of the following is NOT regarded as a literacy activity for young children?

                            
                            
                            
            
                

                
                    
                        a. Singing.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        c. Listening to stories and drawing pictures.
                    
                    

                    
            
            
                

                
                    
                        d. Telling the class about things they experienced.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. Children have positive learning experiences.
                    
                    

                    
            
            
                

                
                    
                        c. Teachers are replaced by ICT technology.
                    
                    

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        31 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                31. Based on research, which of these statements is INCORRECT. Intensity of reading instruction and intervention can be increased by:

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        c. Providing explicit instruction. 
                    
                    

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        32 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                32. Effective interventions for students with learning difficulties typically: 

                            
                            
                            
            
                

                
                    
                        a. Do engage in reading instructional-level materials.
                    
                    

                    
            
            
                

                
                    
                        b. Do not focus on academic skills.
                    
                    

                    
            
            
                

                
                    
                        c. Do not continually monitor progress and adjust instruction or change programmes.
                    
                    

                    
            
            
                

                
                    
                        d. Do not increase instructional time, intensity, or differentiation.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        33 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                33. Which of the following is NOT included in Fletcher’s general principles of instruction for children with learning difficulties:

                            
                            
                            
            
                

                
                    
                        a. Focusing only on phonics in reading difficulties.
                    
                    

                    
            
            
                

                
                    
                        b. Instructional explicitness.
                    
                    

                    
            
            
                

                
                    
                        c. Cumulative review.
                    
                    

                    
            
            
                

                
                    
                        d. Incorporation of self-regulation strategies.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        34 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                34. 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.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        35 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                35. A precise estimate of the prevalence of dyslexia in any population is:

                            
                            
                            
            
                

                
                    
                        a. 1%
                    
                    

                    
            
            
                

                
                    
                        b. 30–50%
                    
                    

                    
            
            
                

                
                    
                        c. 4–6%
                    
                    

                    
            
            
                

                
                    
                        d. 0.5%
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        36 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                36. In learning to read, it is most important that a child:

                            
                            
                            
            
                

                
                    
                        a. Learns the letter names.
                    
                    

                    
            
            
                

                
                    
                        b. Learns to draw letter forms. 
                    
                    

                    
            
            
                

                
                    
                        c. Learns letter-sound correspondences. 
                    
                    

                    
            
            
                

                
                    
                        d. Remembers words as a whole.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        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 whole brain is activated when we read. 
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        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 no single gene for reading disabilities.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        b. The orthography is not important in teaching reading.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        40 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                40. The most prominent characteristic of reading disability (dyslexia) is:

                            
                            
                            
            
                

                
                    
                        a. Poor text comprehension. 
                    
                    

                    
            
            
                

                
                    
                        b. Struggles with word reading.
                    
                    

                    
            
            
                

                
                    
                        c. Problems in visual perception.
                    
                    

                    
            
            
                

                
                    
                        d. Attention problems.
                    
                    

                    
            
                            
                            
                            
                            
                            
                            
                            
                        
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

            
            
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