a. Phonological skills.

b. Practice time.

c. All alternatives are correct.

d. Reading motivation.

a. Repetition- or rehearsal-based study skills.

b. All alternatives are correct.

c. Cognitive and metacognitive study skills.

d. Procedural or organisational study skills.

a. Getting stuck on one topic or activity.

b. Being upset by a change of plans.

c. Resistance to changes.

d. Talking or playing too loudly.

a. All alternatives are correct.

b. By being clear in your expectations.

c. By teaching at the appropriate difficulty level.

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

a. Is based on the novelty and power of stimuli.

b. Is not important in daily life.

c. Is based on the way an adult verbally guides a child.

d. Is not important in learning at school.

a. Learners understand the basics of reading to get positive feedback in learning situations at home and at school.

b. Learners are allowed to choose the complementary books they want to read.

c. All alternatives are correct.

d. Teachers listen to the children’s needs and pay attention to their motivations so that their lessons can be successfully implemented.

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

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

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

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

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

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

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

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

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

b. How fluently and quickly a child speaks.

c. The rapid repeating of known words.

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

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

b. Learn to recognize words as a whole.

c. Repeats the words the teacher reads.

d. Learns letter names.

a. Visual.

b. Linguistic.

c. Print.

d. Gestural.

a. Drama and play pedagogy.

b. Listening.

c. All of the above.

d. Writing and reading.

a. It allows readers to enjoy what they are reading.

b. It distorts the writers’ message.

c. It allows readers to gain an understanding of what’s being read.

d. It allows readers to use the information gained from the text.

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

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

c. Pre-reading, during-reading, post-reading.

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

a. Children organise their school work.

b. Children behave badly.

c. Teachers handle school organisation.

d. Good management in teaching.

a. The teacher shouts at the children when they do not study basic academics enough.

b. The teacher punishes the children when they behave badly.

c. The teacher uses drill-and-practice methods in teaching basic academics.

d. The teacher does not use group work in teaching basic academics.

a. All alternatives are correct.

b. Responding to learners ideas.

c. Demonstrating.

d. Motivating and provoking.

a. Planning, drafting, reviewing, revising, publishing.

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

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

d. Publishing, revising, reviewing, drafting, planning.

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

b. Writing builds distance between the writer and reader.

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

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

a. After registering in a literacy program.

b. After attending several reading classes.

c. After obtaining the skills to read words.

d. None of the above.

a. Student centred method.

b. Gallery walk method.

c. Lecture method.

d. The method of gradual release of responsibilities.

a. Combining syllables into words.

b. Blending phonemes into syllables.

c. Combining words into sentences.

d. Transforming letters into phonemes.

a. Requires many years of practice.

b. Is automatic and requires no special practice.

c. Requires little effort.

d. Is a fast process.

a. Handwriting activates engrams in the brain, which supports learning letters.

b. Typing supports the remembering of letters better than handwriting.

c. Sensory experiences in typing are more complex than in handwriting.

d. Typing seems to be more efficient when learning to read.

a. Phonological awareness.

b. Reading skill development.

c. Visuo-motor skills.

d. Letter-sound knowledge.

a. Let children identify high frequency words.

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

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

d. Focus on the spelling of new vocabulary words.

a. Telling the class about things they experienced.

b. Singing.

c. Listening to stories and drawing pictures.

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

a. The teacher records and plays back children’s reading efforts.

b. The teacher uses her/his cell phone in class.

c. The teacher takes photos of learners.

d. The teacher shows pictures of items learned about in different units, e.g., environmental education.

a. Do not encourage children to read.

b. Require that the child be a skilled reader.

c. Provide reading materials for different reading skill levels.

d. Provide stories in English only.

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

b. Children have positive learning experiences.

c. Teachers are replaced by ICT technology.

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

a. The teacher inspires children to read

b. All of the above.

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

d. The teacher uses proper teaching methods.

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

b. There is nothing a teacher can do.

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

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

a. Does not help children with reading difficulties.

b. Is not a reasonable way to use limited teaching resources.

c. Predicts faster skill development in children with reading and spelling difficulties.

d. Is not needed because some children may just have a delay in their learning to read.

a. Fine motor skills.

b. Letter knowledge.

c. Rapid automatized naming.

d. Phonological awareness.

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

b. Teaching whole and sight words.

c. Using auditory training.

d. Use of coloured lenses.

a. Many different approaches are used to support children who struggle in learning.

b. Children with learning disabilities are taught in special classes.

c. Children with different kinds of learning difficulties are separated into different teaching groups.

d. Interventions are layered as a continuum, for example, into three levels of intensiveness.

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

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

c. Some poor readers struggle to read fluently.

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

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

b. The orthography is not important in teaching reading.

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

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

a. The letter names in the language.

b. A set of conventions for the writing of the language.

c. Something that is not important in spelling and writing.

d. The visual forms of the letters in the language.

a. Poor text comprehension.

b. Struggles with word reading.

c. Problems in visual perception.

d. Attention problems.