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. Using children's mother tongue in teaching.
                    
                    

                    
            
            
                

                
                    
                        b. Expository texts that are too easy.
                    
                    

                    
            
            
                

                
                    
                        c. Inappropriate teaching methods.
                    
                    

                    
            
            
                

                
                    
                        d. Lessons that are age appropriate.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        2 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                2. What would be a good starting point for teaching letter sounds? 

                            
                            
                            
            
                

                
                    
                        a. First teach letter sounds that occur frequently in simple words.
                    
                    

                    
            
            
                

                
                    
                        b. Lower- and uppercase letter teaching depends on the counontry’s preferences.
                    
                    

                    
            
            
                

                
                    
                        c. Teach short vowels before long vowels.
                    
                    

                    
            
            
                

                
                    
                        d. Teach letter names and the sounds they make in words.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        3 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                3. The method of promoting the development of phonemic awareness in young children is:

                            
                            
                            
            
                

                
                    
                        a. Teaching rhyming words and syllables.
                    
                    

                    
            
            
                

                
                    
                        b. Teaching sounds with corresponding letter names.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. Teaching short vowel phonics.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        4 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                4. To identify sounds of word helps learners to:

                            
                            
                            
            
                

                
                    
                        a. See how well the teacher prepared the lesson.
                    
                    

                    
            
            
                

                
                    
                        b. Learn to sing the words.
                    
                    

                    
            
            
                

                
                    
                        c. Get dyslexia.
                    
                    

                    
            
            
                

                
                    
                        d. Improve their spelling.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        5 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                5.  Phonological awareness means:

                            
                            
                            
            
                

                
                    
                        a. The ability to count the number of words correctly.
                    
                    

                    
            
            
                

                
                    
                        b. The ability to spell and read words correctly.
                    
                    

                    
            
            
                

                
                    
                        c. Naming letters in alphabetical order.
                    
                    

                    
            
            
                

                
                    
                        d. Identifying the sounds, syllables, and words of the language.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        6 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                6. Twenty-first century learning skills do NOT include:

                            
                            
                            
            
                

                
                    
                        a. Creative thinking and problem solving.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        c. Critical thinking
                    
                    

                    
            
            
                

                
                    
                        d. Fine motor skills.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        7 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                7. Development of voluntary attention:

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. Is not important in learning at school.
                    
                    

                    
            
            
                

                
                    
                        c. Is not important in daily life. 
                    
                    

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        8 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                8. Fine motor skills are NOT that important in:

                            
                            
                            
            
                

                
                    
                        a. Writing.
                    
                    

                    
            
            
                

                
                    
                        b. Hopping/jumping.
                    
                    

                    
            
            
                

                
                    
                        c. Drawing.
                    
                    

                    
            
            
                

                
                    
                        d. Speaking.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        9 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                9. Which one of these is NOT a good strategy to reduce working memory load when a child has problems with working memory?

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        c. Try to use short, simple sentences.
                    
                    

                    
            
            
                

                
                    
                        d. Speak fast so that the child remembers.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        10 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                10. Children do NOT need working memory when:

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. Remembering a password or telephone number.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        11 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                11. Multiliteracy pedagogy acknowledges learners:

                            
                            
                            
            
                

                
                    
                        a. As learners who learn new information by reading.
                    
                    

                    
            
            
                

                
                    
                        b. As active originators of meanings in the learning process. 
                    
                    

                    
            
            
                

                
                    
                        c. As passive learners. 
                    
                    

                    
            
            
                

                
                    
                        d. As receivers of information. 
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        12 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                12. Multilingualism:

                            
                            
                            
            
                

                
                    
                        a. Is synonymous with monolingualism.
                    
                    

                    
            
            
                

                
                    
                        b. Is synonymous with bilingualism.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        13 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                13.  Which of the following is NOT true of text comprehension?

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        c. It distorts the writers’ message.
                    
                    

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        14 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                14. Steps of teaching reading comprehension when the child masters the basic reading skills.

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        15 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                15. Which of the following is NOT a reading comprehension skill?

                            
                            
                            
            
                

                
                    
                        a. Reasoning. 
                    
                    

                    
            
            
                

                
                    
                        b. Decoding. 
                    
                    

                    
            
            
                

                
                    
                        c. Attitude. 
                    
                    

                    
            
            
                

                
                    
                        d. Fluency. 
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        16 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                16. Which of the following activities would be most appropriate for introducing pre-primary learners (5-6 year old children) to the alphabetic principle?

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        17 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                17. A pre-primary school teacher orally presents learners with pairs of words (e.g., buy/tie, see/saw) and has learners identify whether the words rhyme or not. Next, she says a list of one-syllable words and asks learners to point to a part of the body that rhymes with each word (e.g., the teacher says bed, and the learners point to their heads). These activities promote learners’ reading development primarily by:

                            
                            
                            
            
                

                
                    
                        a. Promoting their development of phonological awareness.
                    
                    

                    
            
            
                

                
                    
                        b. Improving their word decoding skills.
                    
                    

                    
            
            
                

                
                    
                        c. Enriching their vocabulary.
                    
                    

                    
            
            
                

                
                    
                        d. Expanding their understanding of the alphabetic principle.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        18 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                18. Which of the following best describes the primary purpose and function of a classroom reading assessment?

                            
                            
                            
            
                

                
                    
                        a. To prepare learners for state standardised testing on reading by equipping them with a variety of test-taking strategies.
                    
                    

                    
            
            
                

                
                    
                        b. To evaluate the effectiveness of reading instruction by comparing the reading levels of specific groups of learners.
                    
                    

                    
            
            
                

                
                    
                        c. To provide instructional plans for reading by determining individual learners' ongoing reading needs.
                    
                    

                    
            
            
                

                
                    
                        d. To monitor learners' academic achievement in reading by measuring their mastery of the reading standards set by SACMEQ.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. Teachers support children’s behaviour.
                    
                    

                    
            
            
                

                
                    
                        b. Teachers offer tips to colleagues on best practices.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. Teachers get support for teaching.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        20 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                20. Teaching through interaction means that:

                            
                            
                            
            
                

                
                    
                        a. The teacher talks a lot in the classroom.
                    
                    

                    
            
            
                

                
                    
                        b. Children have fun in the classroom.
                    
                    

                    
            
            
                

                
                    
                        c. Children talk a lot in the classroom.
                    
                    

                    
            
            
                

                
                    
                        d. Teacher-child interaction supports learning.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        21 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                21. Teacher-directed teaching is beneficial: 

                            
                            
                            
            
                

                
                    
                        a. For learning social relations.
                    
                    

                    
            
            
                

                
                    
                        b. For learning to play football.
                    
                    

                    
            
            
                

                
                    
                        c. For learning basic reading and mathematics.
                    
                    

                    
            
            
                

                
                    
                        d. For having contact with the teacher.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        22 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                22. Which of the following statements about the importance of teaching productive writing is FALSE?

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. Writing builds distance between the writer and reader.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        23 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                23.    How can you help adult learners become fluent in reading?

                            
                            
                            
            
                

                
                    
                        a. By putting them in competition with young readers.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        c. None of the options.
                    
                    

                    
            
            
                

                
                    
                        d. By giving them reading tests.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        24 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                24. Phonics-based instruction:

                            
                            
                            
            
                

                
                    
                        a. Does not have a syllable level.
                    
                    

                    
            
            
                

                
                    
                        b. Includes five steps that are repeated.
                    
                    

                    
            
            
                

                
                    
                        c. Is very useful for children with reading difficulties.
                    
                    

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        25 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                25. The centre of motor images in the brain related to writing is:

                            
                            
                            
            
                

                
                    
                        a. Exner’s area.
                    
                    

                    
            
            
                

                
                    
                        b. Eric’s area.
                    
                    

                    
            
            
                

                
                    
                        c. Exel’s area.
                    
                    

                    
            
            
                

                
                    
                        d. Exeter’s area.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        26 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                26. After the first school year, the best predictor of spelling skill in transparent languages is:

                            
                            
                            
            
                

                
                    
                        a. Visuo-motor skills.
                    
                    

                    
            
            
                

                
                    
                        b. Phonological awareness.
                    
                    

                    
            
            
                

                
                    
                        c. Letter-sound knowledge.
                    
                    

                    
            
            
                

                
                    
                        d. Reading skill development.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        27 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                27. When spelling in transparent languages (e.g., bantu languages):

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. All alternatives are correct.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        28 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                28.  Which of the following is NOT a psychological benefit of listening to stories?

                            
                            
                            
            
                

                
                    
                        a. Developing visual perceptual skills. 
                    
                    

                    
            
            
                

                
                    
                        b. Gaining knowledge about new things and new words.
                    
                    

                    
            
            
                

                
                    
                        c. Developing imagination.
                    
                    

                    
            
            
                

                
                    
                        d. Developing emotional wellbeing.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        29 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                29.  Which of the following is NOT regarded as a literacy activity for young children?

                            
                            
                            
            
                

                
                    
                        a. Singing.
                    
                    

                    
            
            
                

                
                    
                        b. Listening to stories and drawing pictures.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. Telling the class about things they experienced.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        30 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                30. Apps for reading development

                            
                            
                            
            
                

                
                    
                        a. Provide stories in English only.
                    
                    

                    
            
            
                

                
                    
                        b. Provide reading materials for different reading skill levels.
                    
                    

                    
            
            
                

                
                    
                        c. Require that the child be a skilled reader.
                    
                    

                    
            
            
                

                
                    
                        d. Do not encourage children to read. 
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        31 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                31. Part-time special education in grades one and two:

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        c. Does not help children with reading difficulties.
                    
                    

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        32 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                32. We can say that a child has dyslexia or a reading disability when we are sure that:

                            
                            
                            
            
                

                
                    
                        a. The child has no visual impairment.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. All alternatives are correct.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        33 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                33. A reading disorder is a developmental disorder that is characterised by reading achievement (i.e., accuracy, speed, and comprehension) being significantly below standards expected for which of the following:

                            
                            
                            
            
                

                
                    
                        a. Chronological age.
                    
                    

                    
            
            
                

                
                    
                        b. Schooling experience.
                    
                    

                    
            
            
                

                
                    
                        c. Level of cognitive skills.
                    
                    

                    
            
            
                

                
                    
                        d. All alternatives are correct.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        34 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                34. Which of the following is the most effective method for improving literacy in children and adolescents with reading difficulties?

                            
                            
                            
            
                

                
                    
                        a. Teaching whole and sight words.
                    
                    

                    
            
            
                

                
                    
                        b. Use of coloured lenses.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. Using auditory training.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        35 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                35. Which of the following is NOT included in Fletcher’s general principles of instruction for children with learning difficulties:

                            
                            
                            
            
                

                
                    
                        a. Instructional explicitness.
                    
                    

                    
            
            
                

                
                    
                        b. Focusing only on phonics in reading difficulties.
                    
                    

                    
            
            
                

                
                    
                        c. Cumulative review.
                    
                    

                    
            
            
                

                
                    
                        d. Incorporation of self-regulation strategies.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        36 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                36. The main idea of a multi-tiered system of support in instruction is that:

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. Some poor readers struggle to read fluently.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. Learns the letter names.
                    
                    

                    
            
            
                

                
                    
                        b. Learns letter-sound correspondences. 
                    
                    

                    
            
            
                

                
                    
                        c. Learns to draw letter forms. 
                    
                    

                    
            
            
                

                
                    
                        d. Remembers words as a whole.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. Are not important in learning to read.
                    
                    

                    
            
            
                

                
                    
                        c. Are not necessary in learning to spell. 
                    
                    

                    
            
            
                

                
                    
                        d. Form the foundation for learning to read.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        40 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                40. In shallow and transparent orthographies:

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. The orthography is not important in teaching reading.
                    
                    

                    
            
                            
                            
                            
                            
                            
                            
                            
                        
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

            
            
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