Teacher Certification

a. First teach letter sounds that occur frequently in simple words. Teach short vowels before long vowels. Teach letter names together with their sounds. Lower- and uppercase letter teaching depends on the country’s preferences.

b. Lower- and uppercase letter teaching depends on the country’s preferences. Teach long and short vowels together, e.g., a, ai, and ae. Teach letters that look similar in different time frames. Teach letters that appear frequently in simple words.

c. Teach short vowels before long vowels. Teach similar letters together to help learners differentiate them more easily. Teach frequently used letters. Lower- and uppercase letter teaching depends on the country’s preferences.

d. Teach letter names and the sounds they make in words. Teach long and short vowels together (if applicable). Teach letter sounds that appear frequently in simple words. Teach letters that look similar in different time frames.

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

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

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

d. The words are clearly pronounced.

a. It is a strong predictor of reading comprehension.

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

a. Fine motor skills.

b. Creative thinking and problem solving.

c. Critical thinking

d. Communicating (including digital literacy), collaborating, and citizenship.

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 of the above.

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

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

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

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

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

a. Give praise, encouragement, and feedback.

b. Keep practice sessions short but frequent.

c. Stop the child immediately when the child is making an error in practising a new motor skill.

d. Use visual demonstrations with instructions whenever possible.

a. Hopping.

b. Speaking.

c. Drawing.

d. Writing.

a. A child uses “empty words” or very general words like “that thing.”

b. Learning the letters is laborious even when phonological skills are intact.

c. A child learns to read accurately, but the reading is slow and laborious.

d. A child reads fluently, but makes many errors in reading.

a. Comprehension difficulties in reading at school age.

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

c. Early vocabulary is not associated with reading comprehension.

d. Early vocabulary is associated with reading fluency but not reading comprehension.

a. Increased linguistic recognition.

b. Enhanced communication skills.

c. Increased intelligence.

d. Increased career opportunities.

a. Education where content is conceived of using English.

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

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

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

a. Is synonymous with bilingualism.

b. Is synonymous with monolingualism.

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

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

a. Syllable level.

b. Bi-syllable level.

c. Word level.

d. Phoneme level.

a. It distorts the writers’ message.

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

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

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

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

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

a. Teachers get support for teaching.

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

c. Teachers support children’s behaviour.

d. Teachers offer tips to colleagues on best practices.

a. Children behave badly.

b. Good management in teaching.

c. Children organise their school work.

d. Teachers handle school organisation.

a. The teacher teaches emotional skills to the children.

b. The teacher is sensitive to students’ needs.

c. The teacher tells children how to feel.

d. The teacher comforts crying children.

a. Teacher-child interaction supports learning.

b. Children talk a lot in class.

c. Children have fun in class.

d. The teacher talks a lot in class.

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. By putting them in competition with young readers.

b. None of the above.

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

d. By giving them reading tests.

a. Because they have other obligations.

b. None of the above.

c. Because they are forced to learn.

d. Because they are slow learners.

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

b. Because they are special.

c. Because they are intelligent.

d. Because they are slow learners.

a. Includes five steps that are repeated.

b. Does not have a syllable level.

c. Is very useful for children with reading difficulties.

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

a. Phonological awareness.

b. Letter-sound knowledge.

c. Visuo-motor skills.

d. Reading skill development.

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

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

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

d. All of the above.

a. You can send messages to anyone in the country you reside in.

b. You are encouraged to buy a smartphone.

c. Groups can be created to share relevant information.

d. It is easy to download.

a. The integration of reading and writing.

b. The integration of teacher led learning and learner co-operative learning.

c. The integration of the theme, for example, plants, is integrated in each relevant school subject.

d. The integration of face-to-face instruction and online learning.

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

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

c. There is nothing a teacher can do.

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

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

b. The child has no visual impairment.

c. All of the above.

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

a. Seeing.

b. Touching.

c. Hearing.

d. Using multiple senses (multisensory approach).

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

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

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

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

a. Do engage in reading instructional-level materials.

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

c. Do not focus on academic skills.

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

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

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

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

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

a. Teaching children to remember whole words.

b. Copying written words.

c. Systematic phonics-based instruction.

d. Teaching children to repeat words the teacher reads aloud.

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

b. Are not important in learning to read.

c. Form the foundation for learning to read.

d. Are not necessary in learning to spell.

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

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

c. The orthography is not important in teaching reading.

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

a. Attention problems.

b. Problems in visual perception.

c. Struggles with word reading.

d. Poor text comprehension.