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. The external factor that can be harmful to children’s learning to read is:

                            
                            
                            
            
                

                
                    
                        a. Lessons that are age appropriate.
                    
                    

                    
            
            
                

                
                    
                        b. Expository texts that are too easy.
                    
                    

                    
            
            
                

                
                    
                        c. Inappropriate teaching methods.
                    
                    

                    
            
            
                

                
                    
                        d. Using children's mother tongue in teaching.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        2 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                2. The skill of identifying and producing rhyming words is useful for:

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        c. Keeping learners busy and preventing disturbances in class.
                    
                    

                    
            
            
                

                
                    
                        d. Identifying child’s visual-perceptual difficulties.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        3 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                3.  Which of these does NOT make a child a good reader?

                            
                            
                            
            
                

                
                    
                        a. The ability to handle books and turn pages efficiently.
                    
                    

                    
            
            
                

                
                    
                        b. The ability to use letters and blend them into syllables and words.
                    
                    

                    
            
            
                

                
                    
                        c. Practising reading every day.
                    
                    

                    
            
            
                

                
                    
                        d. The ability to retrieve needed knowledge and information quickly.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        4 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                4. Twenty-first century learning skills do NOT include:

                            
                            
                            
            
                

                
                    
                        a. Fine motor skills.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        c. Creative thinking and problem solving.
                    
                    

                    
            
            
                

                
                    
                        d. Critical thinking
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        5 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                5. To increase reading motivation, it is important that:

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        c. All alternatives are correct.
                    
                    

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. Use visual demonstrations with instructions whenever possible.
                    
                    

                    
            
            
                

                
                    
                        b. Give praise, encouragement, and feedback.
                    
                    

                    
            
            
                

                
                    
                        c. All alternatives are correct.
                    
                    

                    
            
            
                

                
                    
                        d. Keep practice sessions short but frequent.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        7 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                7. Which one of these is NOT a good strategy to reduce working memory load when a child has problems with working memory?

                            
                            
                            
            
                

                
                    
                        a. Try to use short, simple sentences.
                    
                    

                    
            
            
                

                
                    
                        b. Use pictures or comics, which may help children remember multistep instructions.
                    
                    

                    
            
            
                

                
                    
                        c. Try to combine new material with familiar material so that it is easy for children to remember.
                    
                    

                    
            
            
                

                
                    
                        d. Speak fast so that the child remembers.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        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.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. Learns letter names.
                    
                    

                    
            
            
                

                
                    
                        c. Learn to recognize words as a whole.
                    
                    

                    
            
            
                

                
                    
                        d. Repeats the words the teacher reads.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. Build relationships among words.
                    
                    

                    
            
            
                

                
                    
                        b. All alternatives are correct. 
                    
                    

                    
            
            
                

                
                    
                        c. Offer several exposures.
                    
                    

                    
            
            
                

                
                    
                        d. Relate the vocabulary to prior knowledge.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. Linguistic.
                    
                    

                    
            
            
                

                
                    
                        b. All alternatives are correct.
                    
                    

                    
            
            
                

                
                    
                        c. Gestural.
                    
                    

                    
            
            
                

                
                    
                        d. Visual.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        12 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                12. Which of these is NOT a metalinguistic skill?

                            
                            
                            
            
                

                
                    
                        a. Orthographic knowledge.
                    
                    

                    
            
            
                

                
                    
                        b. Reading fluency.
                    
                    

                    
            
            
                

                
                    
                        c. Morphological awareness.
                    
                    

                    
            
            
                

                
                    
                        d. Phonological awareness.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        13 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                13. Which of the following is NOT a reading comprehension skill?

                            
                            
                            
            
                

                
                    
                        a. Fluency. 
                    
                    

                    
            
            
                

                
                    
                        b. Decoding. 
                    
                    

                    
            
            
                

                
                    
                        c. Attitude. 
                    
                    

                    
            
            
                

                
                    
                        d. Reasoning. 
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        14 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                14. Which of the following best describes the role of phonics in a research-based primary-school reading program in local languages?

                            
                            
                            
            
                

                
                    
                        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.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        15 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                15. Organisational support in teaching means:

                            
                            
                            
            
                

                
                    
                        a. Children organise their school work.
                    
                    

                    
            
            
                

                
                    
                        b. Children behave badly.
                    
                    

                    
            
            
                

                
                    
                        c. Teachers handle school organisation.
                    
                    

                    
            
            
                

                
                    
                        d. Good management in teaching.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        16 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                16. Teacher-directed teaching means that:

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        17 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                17. Child-centred teaching means that:

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        18 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                18. Which of these allows writers to write content that is readable and understandable? 

                            
                            
                            
            
                

                
                    
                        a. Punctuation.
                    
                    

                    
            
            
                

                
                    
                        b. Grammar.
                    
                    

                    
            
            
                

                
                    
                        c. Spelling.
                    
                    

                    
            
            
                

                
                    
                        d. All alternatives are correct.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        19 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                19. Why do not adult learners spend all day learning, as children do?

                            
                            
                            
            
                

                
                    
                        a. Because they have other obligations.
                    
                    

                    
            
            
                

                
                    
                        b. Because they are forced to learn.
                    
                    

                    
            
            
                

                
                    
                        c. None of the options.
                    
                    

                    
            
            
                

                
                    
                        d. Because they are slow learners.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        20 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                20. When beginning to teach a new phoneme, it is useful to tell a story because:

                            
                            
                            
            
                

                
                    
                        a. Teachers like to tell stories.
                    
                    

                    
            
            
                

                
                    
                        b. Children can associate familiar matters with the new phoneme.
                    
                    

                    
            
            
                

                
                    
                        c. Parents like to hear stories from school.
                    
                    

                    
            
            
                

                
                    
                        d. Children like to hear nice stories.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        21 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                21. In phonics-based instruction, one of the repeated processes is NOT:

                            
                            
                            
            
                

                
                    
                        a. Transforming letters into phonemes.
                    
                    

                    
            
            
                

                
                    
                        b. Blending phonemes into syllables.
                    
                    

                    
            
            
                

                
                    
                        c. Combining syllables into words.
                    
                    

                    
            
            
                

                
                    
                        d. Combining words into sentences.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        22 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                22. When supporting text composition:

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. Different writing strategies are useful.
                    
                    

                    
            
            
                

                
                    
                        c. Spelling exercises are not needed.
                    
                    

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        23 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                23. Developing good handwriting:

                            
                            
                            
            
                

                
                    
                        a. Is a fast process.
                    
                    

                    
            
            
                

                
                    
                        b. Requires little effort.
                    
                    

                    
            
            
                

                
                    
                        c. Requires many years of practice.
                    
                    

                    
            
            
                

                
                    
                        d. Is automatic and requires no special practice.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        24 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                24. When comparing handwriting and typing:

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        25 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                25. 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 syllables from words.
                    
                    

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        26 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                26. Reading comprehension can be developed as follows:

                            
                            
                            
            
                

                
                    
                        a. Focus on the spelling of new vocabulary 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. Let children identify high frequency words.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        27 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                27.  Which of the following is NOT regarded as a literacy activity for young children?

                            
                            
                            
            
                

                
                    
                        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.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        28 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                28. ICT is integrated into reading instruction when:

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. The teacher takes photos of learners.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        29 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                29. A benefit of using messaging apps (e.g.WhatsApp) in teaching is:

                            
                            
                            
            
                

                
                    
                        a. All alternatives are correct.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        c. Groups can be created to share relevant information.
                    
                    

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        30 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                30. Which of the following is NOT considered a benefit of ICT usage?

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. Children have positive learning experiences.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. Teachers are replaced by ICT technology.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. There is nothing a teacher can do.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        32 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                32. Part-time special education in grades one and two:

                            
                            
                            
            
                

                
                    
                        a. Does not help children with reading difficulties.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        33 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                33. Based on research, which of these statements is INCORRECT. Intensity of reading instruction and intervention can be increased by:

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        c. Providing explicit instruction. 
                    
                    

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        34 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                34. Based on research, which of the following is NOT true:

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        35 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                35. The main idea of a multi-tiered system of support in instruction is that:

                            
                            
                            
            
                

                
                    
                        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.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        36 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                36. Based on research, we know that the most effective intervention for reading difficulties is:

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. Systematic phonics-based instruction.
                    
                    

                    
            
            
                

                
                    
                        c. Copying written words.
                    
                    

                    
            
            
                

                
                    
                        d. Teaching children to remember whole words.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. Some poor readers struggle to read fluently.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. 0.5%
                    
                    

                    
            
            
                

                
                    
                        b. 30–50%
                    
                    

                    
            
            
                

                
                    
                        c. 4–6%
                    
                    

                    
            
            
                

                
                    
                        d. 1%
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. Learns the letter names.
                    
                    

                    
            
            
                

                
                    
                        b. Learns to draw letter forms. 
                    
                    

                    
            
            
                

                
                    
                        c. Learns letter-sound correspondences. 
                    
                    

                    
            
            
                

                
                    
                        d. Remembers words as a whole.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. The whole brain is activated when we read. 
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                            
                            
                            
                            
                        
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

            
            
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