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

b. Repeater (learning by heart)

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

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

a. Expository texts that are too easy.

b. Using children's mother tongue in teaching.

c. Inappropriate teaching methods.

d. Lessons that are age appropriate.

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

b. The words are clearly pronounced.

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

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

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

b. Keeping learners busy and preventing disturbances in class.

c. Identifying child’s visual-perceptual difficulties.

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

a. Procedural or organisational study skills.

b. All alternatives are correct.

c. Repetition- or rehearsal-based study skills.

d. Cognitive and metacognitive study skills.

a. By teaching at the appropriate difficulty level.

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

c. By being clear in your expectations.

d. All alternatives are correct.

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

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

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

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

a. Writing.

b. Hopping/jumping.

c. Speaking.

d. Drawing.

a. Remembering a password or telephone number.

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

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

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

a. Offer several exposures.

b. Relate the vocabulary to prior knowledge.

c. Build relationships among words.

d. All alternatives are correct.

a. Phonological awareness.

b. Orthographic knowledge.

c. Morphological awareness.

d. Reading fluency.

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

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

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

d. It distorts the writers’ message.

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

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

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

d. Pre-reading, during-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 support children’s behaviour.

b. Teachers get support for teaching.

c. Teachers offer tips to colleagues on best practices.

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

a. The teacher is sensitive to students’ needs.

b. The teacher ignores crying children.

c. The teacher teaches emotional skills to the children.

d. The teacher tells children how to feel.

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

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

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

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

a. Spelling.

b. Grammar.

c. All alternatives are correct.

d. Punctuation.

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

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

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

d. Writing builds distance between the writer and reader.

a. The learners together with their teachers.

b. Teachers.

c. The Ministry of Education.

d. The learners themselves.

a. Because they are slow learners.

b. Because they are special.

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

d. Because they are intelligent.

a. Includes five steps that are repeated.

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

c. Does not have a syllable level.

d. Is very useful for children with reading difficulties.

a. It is recommended to start writing without any goal setting.

b. Spelling exercises are not needed.

c. Making word lists is not an efficient way to proceed.

d. Different writing strategies are useful.

a. Is a fast process.

b. Requires many years of practice.

c. Requires little effort.

d. Is automatic and requires no special practice.

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

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

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

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

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

b. All alternatives are correct.

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

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

a. Telling the class about things they experienced.

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

c. Singing.

d. Listening to stories and drawing pictures.

a. Require that the child be a skilled reader.

b. Provide reading materials for different reading skill levels.

c. Do not encourage children to read.

d. Provide stories in English only.

a. Groups can be created to share relevant information.

b. All alternatives are correct.

c. Curriculum requires teachers to use messaging apps in teaching.

d. Everybody has an access to it also with older mobile phones

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

b. Children have positive learning experiences.

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

d. Teachers are replaced by ICT technology.

a. Touching.

b. Hearing.

c. Using multiple senses (multisensory approach).

d. Seeing.

a. Providing explicit instruction.

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

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

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

a. The teacher adapts instructions according to a child’s skill level.

b. Teaching is guided with independent practice and constructive feedback.

c. The teacher provides clear modelling, demonstrations, and explanations.

d. The teacher lets children learn to read independently.

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

b. Use of coloured lenses.

c. Teaching whole and sight words.

d. Using auditory training.

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

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

a. Do not focus on academic skills.

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

c. Do engage in reading instructional-level materials.

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

a. Systematic phonics-based instruction.

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

c. Copying written words.

d. Teaching children to remember whole words.

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

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

c. Some poor readers struggle to read fluently.

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

a. Remembers words as a whole.

b. Learns the letter names.

c. Learns letter-sound correspondences.

d. Learns to draw letter forms.

a. Problems in visual perception.

b. Attention problems.

c. Struggles with word reading.

d. Poor text comprehension.