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.

            
                0%
                
                
                    
                
                    
                    
                
            
                     3207
                    
                    
                

                    
                
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
                    
            
            
                
                
                
            
            
            
                
                    Certification test
                    
                    Teacher certification test
                    
                    
                    
                    
                    
                    
                        
                    
                    
                    
                
            

                    
                    User data for teacher certification test

                        NameEmailCountryOther country (fill in here)How many times have you tried this test?
                        
                            
                            
                        
                    
                  

                        
                        
                        1 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                1. The best literacy teaching method for beginning reading is:

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. Phonics decoding (letter-sound correspondence).
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        2 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                2. The external factor that can be harmful to children’s learning to read is:

                            
                            
                            
            
                

                
                    
                        a. Using children's mother tongue in teaching.
                    
                    

                    
            
            
                

                
                    
                        b. Expository texts that are too easy.
                    
                    

                    
            
            
                

                
                    
                        c. Inappropriate teaching methods.
                    
                    

                    
            
            
                

                
                    
                        d. Lessons that are age appropriate.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. It is a strong predictor of reading comprehension.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        4 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                4. Which of these is NOT part of the executive functions of the brain?

                            
                            
                            
            
                

                
                    
                        a. Auditive perception.
                    
                    

                    
            
            
                

                
                    
                        b. Working memory.
                    
                    

                    
            
            
                

                
                    
                        c. Cognitive or mental flexibility.
                    
                    

                    
            
            
                

                
                    
                        d. Inhibitory control.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        5 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                5. You can get a child to pay attention:

                            
                            
                            
            
                

                
                    
                        a. By being clear in your expectations.
                    
                    

                    
            
            
                

                
                    
                        b. By teaching at the appropriate difficulty level.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. All alternatives are correct.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        6 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                6. In teaching motor and visuo-motor skills, it is  important to:

                            
                            
                            
            
                

                
                    
                        a. All alternatives are correct.
                    
                    

                    
            
            
                

                
                    
                        b. Keep practice sessions short but frequent.
                    
                    

                    
            
            
                

                
                    
                        c. Use visual demonstrations with instructions whenever possible.
                    
                    

                    
            
            
                

                
                    
                        d. Give praise, encouragement, and feedback.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. Remembering a password or telephone number.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        9 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                9. To become a good reader, it is important that a child:

                            
                            
                            
            
                

                
                    
                        a. Repeats the words the teacher reads.
                    
                    

                    
            
            
                

                
                    
                        b. Learns letter names.
                    
                    

                    
            
            
                

                
                    
                        c. Learn to recognize words as a whole.
                    
                    

                    
            
            
                

                
                    
                        d. Knows letters and corresponding letter-sounds and be able to blend them into syllables and words.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. Early vocabulary is not associated with reading comprehension.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        c. Reading fluency at school age.
                    
                    

                    
            
            
                

                
                    
                        d. Comprehension difficulties in reading at school age.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        11 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                11. Which of the following is NOT a dimension of multilingual pedagogy?

                            
                            
                            
            
                

                
                    
                        a. Situated practise.
                    
                    

                    
            
            
                

                
                    
                        b. Overt instruction.
                    
                    

                    
            
            
                

                
                    
                        c. Transformed practise.
                    
                    

                    
            
            
                

                
                    
                        d. Critical instruction.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        12 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                12. Multiliteracy pedagogy stresses the need for language and literacy education to take into account:

                            
                            
                            
            
                

                
                    
                        a. All alternatives are correct.
                    
                    

                    
            
            
                

                
                    
                        b. Drama and play pedagogy.
                    
                    

                    
            
            
                

                
                    
                        c. Listening.
                    
                    

                    
            
            
                

                
                    
                        d. Writing and reading.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        13 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                13. Multiliteracy pedagogy acknowledges learners:

                            
                            
                            
            
                

                
                    
                        a. As passive learners. 
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        c. As learners who learn new information by reading.
                    
                    

                    
            
            
                

                
                    
                        d. As receivers of information. 
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        14 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                14. Bilingual education entails:

                            
                            
                            
            
                

                
                    
                        a. Education where content is conceived using English.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        15 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                15. Monolingualism:

                            
                            
                            
            
                

                
                    
                        a. Is synonymous with bilingualism.
                    
                    

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        16 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                16. Which of the following is NOT a level at which phonological awareness is taught?

                            
                            
                            
            
                

                
                    
                        a. Word level.
                    
                    

                    
            
            
                

                
                    
                        b. Syllable level.
                    
                    

                    
            
            
                

                
                    
                        c. Bi-syllable level.
                    
                    

                    
            
            
                

                
                    
                        d. Phoneme level.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        17 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                17. Which of these is NOT a metalinguistic skill?

                            
                            
                            
            
                

                
                    
                        a. Phonological awareness.
                    
                    

                    
            
            
                

                
                    
                        b. Reading fluency.
                    
                    

                    
            
            
                

                
                    
                        c. Orthographic knowledge.
                    
                    

                    
            
            
                

                
                    
                        d. Morphological awareness.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        18 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                18. 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. 
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        19 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                19. 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. Improving their word decoding skills.
                    
                    

                    
            
            
                

                
                    
                        b. Expanding their understanding of the alphabetic principle.
                    
                    

                    
            
            
                

                
                    
                        c. Promoting their development of phonological awareness.
                    
                    

                    
            
            
                

                
                    
                        d. Enriching their vocabulary.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        20 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                20. Which of the following best describes the role of phonics in a research-based primary-school reading program in local languages?

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        21 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                21. Which of the following best describes the primary purpose and function of a classroom reading assessment?

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        22 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                22. Child-centred teaching has a positive effect on:

                            
                            
                            
            
                

                
                    
                        a. Children’s learning outcomes.
                    
                    

                    
            
            
                

                
                    
                        b. Children’s sleep habits.
                    
                    

                    
            
            
                

                
                    
                        c. Children’s eating habits. 
                    
                    

                    
            
            
                

                
                    
                        d. Children’s hobbies.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        23 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                23. Which of these allows writers to write content that is readable and understandable? 

                            
                            
                            
            
                

                
                    
                        a. Grammar.
                    
                    

                    
            
            
                

                
                    
                        b. Punctuation.
                    
                    

                    
            
            
                

                
                    
                        c. All alternatives are correct.
                    
                    

                    
            
            
                

                
                    
                        d. Spelling.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        24 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                24. Which of the following statements about the importance of teaching productive writing is FALSE?

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        c. Writing builds distance between the writer and reader.
                    
                    

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        25 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                25.    How can you help adult learners become fluent in reading?

                            
                            
                            
            
                

                
                    
                        a. By giving them reading tests.
                    
                    

                    
            
            
                

                
                    
                        b. None of the options.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. By putting them in competition with young readers.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        26 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                26. When assessing reading in transparent languages: 

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        c. Reading fluency is not connected to reading disabilities.
                    
                    

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        27 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                27. Phonics-based instruction:

                            
                            
                            
            
                

                
                    
                        a. Does not have a syllable level.
                    
                    

                    
            
            
                

                
                    
                        b. Includes five steps that are repeated.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. Is very useful for children with reading difficulties.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        c. Let children identify high frequency words.
                    
                    

                    
            
            
                

                
                    
                        d. Focus on the spelling of new vocabulary words.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        29 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                29. Which of the following is not beneficial for listening to stories?

                            
                            
                            
            
                

                
                    
                        a. Playing any mobile games. 
                    
                    

                    
            
            
                

                
                    
                        b. Increased vocabulary range.
                    
                    

                    
            
            
                

                
                    
                        c. Acquisition of literacy skills, such as speaking.
                    
                    

                    
            
            
                

                
                    
                        d. Listening and concentration enhancement.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        30 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                30. Apps for reading development

                            
                            
                            
            
                

                
                    
                        a. Provide stories in English only.
                    
                    

                    
            
            
                

                
                    
                        b. Provide reading materials for different reading skill levels.
                    
                    

                    
            
            
                

                
                    
                        c. Do not encourage children to read. 
                    
                    

                    
            
            
                

                
                    
                        d. Require that the child be a skilled reader.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        31 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                31. In learning to read, it is important that:

                            
                            
                            
            
                

                
                    
                        a. All alternatives are correct.
                    
                    

                    
            
            
                

                
                    
                        b. The teacher knows the local languages of the pupils in the class.
                    
                    

                    
            
            
                

                
                    
                        c. The teacher uses proper teaching methods.
                    
                    

                    
            
            
                

                
                    
                        d. The teacher inspires children to read
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        32 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                32. A reading disorder is a developmental disorder that is characterised by reading achievement (i.e., accuracy, speed, and comprehension) being significantly below standards expected for which of the following:

                            
                            
                            
            
                

                
                    
                        a. Level of cognitive skills.
                    
                    

                    
            
            
                

                
                    
                        b. All alternatives are correct.
                    
                    

                    
            
            
                

                
                    
                        c. Chronological age.
                    
                    

                    
            
            
                

                
                    
                        d. Schooling experience.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        33 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                33.  Which of the following modalities is the most beneficial in learning to read:

                            
                            
                            
            
                

                
                    
                        a. Hearing.
                    
                    

                    
            
            
                

                
                    
                        b. Seeing.
                    
                    

                    
            
            
                

                
                    
                        c. Using multiple senses (multisensory approach).
                    
                    

                    
            
            
                

                
                    
                        d. Touching.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        34 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                34. Which of the following is the most effective method for improving literacy in children and adolescents with reading difficulties?

                            
                            
                            
            
                

                
                    
                        a. Systematic instruction of letter–sound correspondences and decoding. 
                    
                    

                    
            
            
                

                
                    
                        b. Using auditory training.
                    
                    

                    
            
            
                

                
                    
                        c. Teaching whole and sight words.
                    
                    

                    
            
            
                

                
                    
                        d. Use of coloured lenses.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        35 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                35. Based on research, which of the following is NOT true:

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        36 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                36. Effective interventions for students with learning difficulties typically: 

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. Do engage in reading instructional-level materials.
                    
                    

                    
            
            
                

                
                    
                        c. Do not focus on academic skills.
                    
                    

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        37 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                37. Based on research, which of these statements is NOT true? 

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. Some poor readers struggle to read fluently.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        38 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                38. A precise estimate of the prevalence of dyslexia in any population is:

                            
                            
                            
            
                

                
                    
                        a. 4–6%
                    
                    

                    
            
            
                

                
                    
                        b. 1%
                    
                    

                    
            
            
                

                
                    
                        c. 30–50%
                    
                    

                    
            
            
                

                
                    
                        d. 0.5%
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. Remembers words as a whole.
                    
                    

                    
            
            
                

                
                    
                        b. Learns letter-sound correspondences. 
                    
                    

                    
            
            
                

                
                    
                        c. Learns to draw letter forms. 
                    
                    

                    
            
            
                

                
                    
                        d. Learns the letter names.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        c. The orthography is not important in teaching reading.
                    
                    

                    
            
            
                

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

                    
            
                            
                            
                            
                            
                            
                            
                            
                        
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

            
            
Your score is 

                0%