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.  Why is letter knowledge important for literacy development?

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. It is a strong predictor of reading comprehension.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        2 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                2. The method of promoting the development of phonemic awareness in young children is:

                            
                            
                            
            
                

                
                    
                        a. Teaching short vowel phonics.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        c. Teaching sounds with corresponding letter names.
                    
                    

                    
            
            
                

                
                    
                        d. Teaching rhyming words and syllables.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        3 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                3. Which of these is NOT part of the executive functions of the brain?

                            
                            
                            
            
                

                
                    
                        a. Auditive perception.
                    
                    

                    
            
            
                

                
                    
                        b. Cognitive or mental flexibility.
                    
                    

                    
            
            
                

                
                    
                        c. Inhibitory control.
                    
                    

                    
            
            
                

                
                    
                        d. Working memory.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        4 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                4. In teaching motor and visuo-motor skills, it is  important to:

                            
                            
                            
            
                

                
                    
                        a. All alternatives are correct.
                    
                    

                    
            
            
                

                
                    
                        b. Use visual demonstrations with instructions whenever possible.
                    
                    

                    
            
            
                

                
                    
                        c. Keep practice sessions short but frequent.
                    
                    

                    
            
            
                

                
                    
                        d. Give praise, encouragement, and feedback.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        5 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                5. Fine motor skills are NOT that important in:

                            
                            
                            
            
                

                
                    
                        a. Drawing.
                    
                    

                    
            
            
                

                
                    
                        b. Writing.
                    
                    

                    
            
            
                

                
                    
                        c. Hopping/jumping.
                    
                    

                    
            
            
                

                
                    
                        d. Speaking.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. Knowledge such as background knowledge or world knowledge.
                    
                    

                    
            
            
                

                
                    
                        c. Fine motor skills.  
                    
                    

                    
            
            
                

                
                    
                        d. Comprehension monitoring.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        8 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                8. Rapid naming means:

                            
                            
                            
            
                

                
                    
                        a. How fluently and quickly a child speaks.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        c. The rapid repeating of known words.
                    
                    

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        9 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                9. A delay in expressive vocabulary (late talking) at the age of 2–2.5 years predicts:

                            
                            
                            
            
                

                
                    
                        a. Reading fluency at school age.
                    
                    

                    
            
            
                

                
                    
                        b. Comprehension difficulties in reading at school age.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. Early vocabulary is not associated with reading comprehension.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. Offer several exposures.
                    
                    

                    
            
            
                

                
                    
                        b. Build relationships among words.
                    
                    

                    
            
            
                

                
                    
                        c. Relate the vocabulary to prior knowledge.
                    
                    

                    
            
            
                

                
                    
                        d. All alternatives are correct. 
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        11 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                11.  Which of the following is an example of a semiotic system?

                            
                            
                            
            
                

                
                    
                        a. Linguistic.
                    
                    

                    
            
            
                

                
                    
                        b. Visual.
                    
                    

                    
            
            
                

                
                    
                        c. Gestural.
                    
                    

                    
            
            
                

                
                    
                        d. All alternatives are correct.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        12 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                12. Which of the following is NOT a dimension of multilingual pedagogy?

                            
                            
                            
            
                

                
                    
                        a. Situated practise.
                    
                    

                    
            
            
                

                
                    
                        b. Overt instruction.
                    
                    

                    
            
            
                

                
                    
                        c. Critical instruction.
                    
                    

                    
            
            
                

                
                    
                        d. Transformed practise.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        13 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                13. Many countries around the world are promoting multilingualism, even in places where multilingualism is absent from official educational policy, because multilingualism has been shown to have several advantages. These advantages do NOT include:

                            
                            
                            
            
                

                
                    
                        a. Increased intelligence.
                    
                    

                    
            
            
                

                
                    
                        b. Increased career opportunities.
                    
                    

                    
            
            
                

                
                    
                        c. Enhanced communication skills.
                    
                    

                    
            
            
                

                
                    
                        d. Increased linguistic recognition.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. Education where content is conceived using English.
                    
                    

                    
            
            
                

                
                    
                        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. Multilingualism:

                            
                            
                            
            
                

                
                    
                        a. Is synonymous with monolingualism.
                    
                    

                    
            
            
                

                
                    
                        b. Refers to state of knowing or using more than one language in written or spoken form by an individual or a community.
                    
                    

                    
            
            
                

                
                    
                        c. Refers to state of knowing or using a mother language in written or spoken form by an individual or a community.
                    
                    

                    
            
            
                

                
                    
                        d. Is synonymous with bilingualism.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        16 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                16. Monolingualism:

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        d. Is synonymous with bilingualism.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        17 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                17. Which of the following is NOT a level at which phonological awareness is taught?

                            
                            
                            
            
                

                
                    
                        a. Word level.
                    
                    

                    
            
            
                

                
                    
                        b. Phoneme level.
                    
                    

                    
            
            
                

                
                    
                        c. Bi-syllable level.
                    
                    

                    
            
            
                

                
                    
                        d. Syllable level.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        18 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                18. Which of the following activities would be most appropriate for introducing pre-primary learners (5-6 year old children) to the alphabetic principle?

                            
                            
                            
            
                

                
                    
                        a. Posting learners’ names on a wall and having learners whose names contain a certain letter come to the front of the room.
                    
                    

                    
            
            
                

                
                    
                        b. Saying a learner’s name and having learners clap the number of syllables they hear in the name.
                    
                    

                    
            
            
                

                
                    
                        c. Writing a learner’s name on the board and having learners sound out the name by blending the letters.
                    
                    

                    
            
            
                

                
                    
                        d. Reciting a list of learners’ names and having learners raise their hands when they hear a name that begins with a specific sound.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        19 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                19. Instructional support means that:

                            
                            
                            
            
                

                
                    
                        a. Teachers offer tips to colleagues on best practices.
                    
                    

                    
            
            
                

                
                    
                        b. Teachers support children’s behaviour.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. Teachers get support for teaching.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        20 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                20. Teacher-directed teaching is beneficial: 

                            
                            
                            
            
                

                
                    
                        a. For learning basic reading and mathematics.
                    
                    

                    
            
            
                

                
                    
                        b. For learning to play football.
                    
                    

                    
            
            
                

                
                    
                        c. For having contact with the teacher.
                    
                    

                    
            
            
                

                
                    
                        d. For learning social relations.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        21 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                21. Child-centred teaching means that:

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        22 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                22. Choose the correct process for teaching productive writing:

                            
                            
                            
            
                

                
                    
                        a. Publishing, revising, reviewing, drafting, planning.
                    
                    

                    
            
            
                

                
                    
                        b. Drafting, planning, revising, reviewing, publishing.
                    
                    

                    
            
            
                

                
                    
                        c. Reviewing, drafting, planning, publishing, reviewing.
                    
                    

                    
            
            
                

                
                    
                        d. Planning, drafting, reviewing, revising, publishing.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        23 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                23. 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. b.	Learners can improve their writing ability by expressing their thoughts to other people.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. Writing builds distance between the writer and reader.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        24 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                24. Who chooses the appropriate learning time for adult learners?

                            
                            
                            
            
                

                
                    
                        a. The learners together with their teachers.
                    
                    

                    
            
            
                

                
                    
                        b. The learners themselves.
                    
                    

                    
            
            
                

                
                    
                        c. Teachers.
                    
                    

                    
            
            
                

                
                    
                        d. The Ministry of Education.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        25 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                25. Why does teaching adult learners require special skills?

                            
                            
                            
            
                

                
                    
                        a. Because they are special.
                    
                    

                    
            
            
                

                
                    
                        b. Because they are slow learners.
                    
                    

                    
            
            
                

                
                    
                        c. Because they are intelligent.
                    
                    

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        26 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                26. In phonics-based instruction, one of the repeated processes is NOT:

                            
                            
                            
            
                

                
                    
                        a. Combining syllables into words.
                    
                    

                    
            
            
                

                
                    
                        b. Combining words into sentences.
                    
                    

                    
            
            
                

                
                    
                        c. Blending phonemes into syllables.
                    
                    

                    
            
            
                

                
                    
                        d. Transforming letters into phonemes.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. Does not have a syllable level.
                    
                    

                    
            
            
                

                
                    
                        c. Includes five steps that are repeated.
                    
                    

                    
            
            
                

                
                    
                        d. Is very useful for children with reading difficulties.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        28 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                28. When spelling in transparent languages (e.g., bantu languages):

                            
                            
                            
            
                

                
                    
                        a. All alternatives are correct.
                    
                    

                    
            
            
                

                
                    
                        b. You need to know the letter-phoneme connections.
                    
                    

                    
            
            
                

                
                    
                        c. You need to know how to separate phonemes from syllables.
                    
                    

                    
            
            
                

                
                    
                        d. You need to know how to separate syllables from words.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        29 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                29.  Which of the following is NOT a psychological benefit of listening to stories?

                            
                            
                            
            
                

                
                    
                        a. Developing emotional wellbeing.
                    
                    

                    
            
            
                

                
                    
                        b. Developing imagination.
                    
                    

                    
            
            
                

                
                    
                        c. Gaining knowledge about new things and new words.
                    
                    

                    
            
            
                

                
                    
                        d. Developing visual perceptual skills. 
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        30 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                30.  Which of the following is NOT a good way to teach phonics?

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        31 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                31. To preventing reading difficulties:

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. There is nothing a teacher can do.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        32 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                32. For very young children, the reading environment in the home is strongly linked to their emergent literacy skills before entering school. Which of these is NOT an important aspect of the home literacy environment:

                            
                            
                            
            
                

                
                    
                        a. Number of books in the home.
                    
                    

                    
            
            
                

                
                    
                        b. Parents’ reading habits.
                    
                    

                    
            
            
                

                
                    
                        c. Presence of a radio in the home.
                    
                    

                    
            
            
                

                
                    
                        d. Parents’ attitude toward reading.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        33 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                33. 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. Schooling experience.
                    
                    

                    
            
            
                

                
                    
                        b. Chronological age.
                    
                    

                    
            
            
                

                
                    
                        c. All alternatives are correct.
                    
                    

                    
            
            
                

                
                    
                        d. Level of cognitive skills.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        34 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                34. Which of the following is INCORRECT based on research? Fundamental principles for interventions for word-level reading difficulties include:

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        c. Intensive monitoring of the development of reading skills. 
                    
                    

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        35 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                35. Which of the following is the most effective method for improving literacy in children and adolescents with reading difficulties?

                            
                            
                            
            
                

                
                    
                        a. Use of coloured lenses.
                    
                    

                    
            
            
                

                
                    
                        b. Teaching whole and sight words.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. Using auditory training.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        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 not focus on academic skills.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. Do engage in reading instructional-level materials.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        37 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                37. Which of the following is NOT included in Fletcher’s general principles of instruction for children with learning difficulties:

                            
                            
                            
            
                

                
                    
                        a. Cumulative review.
                    
                    

                    
            
            
                

                
                    
                        b. Incorporation of self-regulation strategies.
                    
                    

                    
            
            
                

                
                    
                        c. Focusing only on phonics in reading difficulties.
                    
                    

                    
            
            
                

                
                    
                        d. Instructional explicitness.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        38 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                38. In learning to read, it is most important that a child:

                            
                            
                            
            
                

                
                    
                        a. Learns the letter names.
                    
                    

                    
            
            
                

                
                    
                        b. Learns to draw letter forms. 
                    
                    

                    
            
            
                

                
                    
                        c. Remembers words as a whole.
                    
                    

                    
            
            
                

                
                    
                        d. Learns letter-sound correspondences. 
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        39 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                39. Spoken language skills:

                            
                            
                            
            
                

                
                    
                        a. Are not important in learning to read.
                    
                    

                    
            
            
                

                
                    
                        b. Form the foundation for learning to read.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. Are not necessary in learning to spell. 
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. The whole brain is activated when we read. 
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                            
                            
                            
                            
                        
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

            
            
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