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. Which of the following is NOT one of the roles of an efficient reader?

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. Repeater (learning by heart)
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. Teach short vowels before long vowels.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        3 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                3.  A transparent language has the following characteristics:

                            
                            
                            
            
                

                
                    
                        a. The words are clearly pronounced.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        4 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                4. The method of promoting the development of phonemic awareness in young children is:

                            
                            
                            
            
                

                
                    
                        a. Teaching sounds with corresponding letter names.
                    
                    

                    
            
            
                

                
                    
                        b. Teaching short vowel phonics.
                    
                    

                    
            
            
                

                
                    
                        c. Teaching rhyming words and syllables.
                    
                    

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        5 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                5.  Examples of phoneme manipulation include:

                            
                            
                            
            
                

                
                    
                        a. Replacing some letters in a word with other letters and saying the new word.
                    
                    

                    
            
            
                

                
                    
                        b. Changing the order of the letters in a long word.
                    
                    

                    
            
            
                

                
                    
                        c. Having learners repeat the words a teacher is reading aloud.
                    
                    

                    
            
            
                

                
                    
                        d. Adding capital letters (uppercase) to a word.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        6 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                6. A common manifestation of weak cognitive or mental flexibility in children is NOT:

                            
                            
                            
            
                

                
                    
                        a. Resistance to changes.
                    
                    

                    
            
            
                

                
                    
                        b. Getting stuck on one topic or activity.
                    
                    

                    
            
            
                

                
                    
                        c. Talking or playing too loudly.
                    
                    

                    
            
            
                

                
                    
                        d. Being upset by a change of plans.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        7 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                7. Fine motor skills are NOT that important in:

                            
                            
                            
            
                

                
                    
                        a. Writing.
                    
                    

                    
            
            
                

                
                    
                        b. Hopping/jumping.
                    
                    

                    
            
            
                

                
                    
                        c. Speaking.
                    
                    

                    
            
            
                

                
                    
                        d. Drawing.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        8 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                8. Children do NOT need working memory when:

                            
                            
                            
            
                

                
                    
                        a. Remembering a password or telephone number.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        9 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                9. Which one of these is NOT related to rapid naming problems?

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        10 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                10. To become a good reader, it is important that a child:

                            
                            
                            
            
                

                
                    
                        a. Learns letter names.
                    
                    

                    
            
            
                

                
                    
                        b. Learn to recognize words as a whole.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. Repeats the words the teacher reads.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        11 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                11. Which of the following is NOT a dimension of multilingual pedagogy?

                            
                            
                            
            
                

                
                    
                        a. Critical instruction.
                    
                    

                    
            
            
                

                
                    
                        b. Overt instruction.
                    
                    

                    
            
            
                

                
                    
                        c. Situated practise.
                    
                    

                    
            
            
                

                
                    
                        d. Transformed practise.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        12 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                12. Which of the following is NOT a level at which phonological awareness is taught?

                            
                            
                            
            
                

                
                    
                        a. Bi-syllable level.
                    
                    

                    
            
            
                

                
                    
                        b. Word level.
                    
                    

                    
            
            
                

                
                    
                        c. Phoneme level.
                    
                    

                    
            
            
                

                
                    
                        d. Syllable level.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        13 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                13. Metalinguistic awareness and development begins:

                            
                            
                            
            
                

                
                    
                        a. In middle childhood.
                    
                    

                    
            
            
                

                
                    
                        b. In adolescence.
                    
                    

                    
            
            
                

                
                    
                        c. At birth.
                    
                    

                    
            
            
                

                
                    
                        d. In adulthood.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        14 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                14.  Which of the following is NOT true of text comprehension?

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. It distorts the writers’ message.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        15 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                15. 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. Improving their word decoding skills.
                    
                    

                    
            
            
                

                
                    
                        b. Enriching their vocabulary.
                    
                    

                    
            
            
                

                
                    
                        c. Promoting their development of phonological awareness.
                    
                    

                    
            
            
                

                
                    
                        d. Expanding their understanding of the alphabetic principle.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        16 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                16. Which of the following best describes the primary purpose and function of a classroom reading assessment?

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        17 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                17. Teaching through interaction means that:

                            
                            
                            
            
                

                
                    
                        a. Children talk a lot in the classroom.
                    
                    

                    
            
            
                

                
                    
                        b. The teacher talks a lot in the classroom.
                    
                    

                    
            
            
                

                
                    
                        c. Children have fun in the classroom.
                    
                    

                    
            
            
                

                
                    
                        d. Teacher-child interaction supports learning.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        18 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                18. Teacher-directed teaching means that:

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        19 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                19. Child-centred teaching has a positive effect on:

                            
                            
                            
            
                

                
                    
                        a. Children’s sleep habits.
                    
                    

                    
            
            
                

                
                    
                        b. Children’s eating habits. 
                    
                    

                    
            
            
                

                
                    
                        c. Children’s hobbies.
                    
                    

                    
            
            
                

                
                    
                        d. Children’s learning outcomes.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        20 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                20. Which of these allows writers to write content that is readable and understandable? 

                            
                            
                            
            
                

                
                    
                        a. Punctuation.
                    
                    

                    
            
            
                

                
                    
                        b. All alternatives are correct.
                    
                    

                    
            
            
                

                
                    
                        c. Spelling.
                    
                    

                    
            
            
                

                
                    
                        d. Grammar.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        21 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                21. Choose the correct process for teaching productive writing:

                            
                            
                            
            
                

                
                    
                        a. Reviewing, drafting, planning, publishing, reviewing.
                    
                    

                    
            
            
                

                
                    
                        b. Planning, drafting, reviewing, revising, publishing.
                    
                    

                    
            
            
                

                
                    
                        c. Publishing, revising, reviewing, drafting, planning.
                    
                    

                    
            
            
                

                
                    
                        d. Drafting, planning, revising, reviewing, publishing.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        22 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                22.    How can you help adult learners become fluent in reading?

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. By putting them in competition with young readers.
                    
                    

                    
            
            
                

                
                    
                        c. None of the options.
                    
                    

                    
            
            
                

                
                    
                        d. By giving them reading tests.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        23 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                23. Why do not adult learners spend all day learning, as children do?

                            
                            
                            
            
                

                
                    
                        a. Because they are slow learners.
                    
                    

                    
            
            
                

                
                    
                        b. None of the options.
                    
                    

                    
            
            
                

                
                    
                        c. Because they have other obligations.
                    
                    

                    
            
            
                

                
                    
                        d. Because they are forced to learn.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        24 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                24. Why does teaching adult learners require special skills?

                            
                            
                            
            
                

                
                    
                        a. Because they are intelligent.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        c. Because they are special.
                    
                    

                    
            
            
                

                
                    
                        d. Because they are slow learners.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        25 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                25. When assessing reading in transparent languages: 

                            
                            
                            
            
                

                
                    
                        a. Reading fluency is very useful when defining reading disabilities.
                    
                    

                    
            
            
                

                
                    
                        b. Reading fluency is almost the same as reading accuracy.
                    
                    

                    
            
            
                

                
                    
                        c. Reading fluency is not connected to reading disabilities.
                    
                    

                    
            
            
                

                
                    
                        d. Reading fluency is not a relevant measure when assessing reading. 
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        26 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                26. When comparing handwriting and typing:

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        27 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                27. After the first school year, the best predictor of spelling skill in transparent languages is:

                            
                            
                            
            
                

                
                    
                        a. Letter-sound knowledge.
                    
                    

                    
            
            
                

                
                    
                        b. Visuo-motor skills.
                    
                    

                    
            
            
                

                
                    
                        c. Phonological awareness.
                    
                    

                    
            
            
                

                
                    
                        d. Reading skill development.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. Developing imagination.
                    
                    

                    
            
            
                

                
                    
                        b. Gaining knowledge about new things and new words.
                    
                    

                    
            
            
                

                
                    
                        c. Developing visual perceptual skills. 
                    
                    

                    
            
            
                

                
                    
                        d. Developing emotional wellbeing.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        c. All alternatives are correct.
                    
                    

                    
            
            
                

                
                    
                        d. Groups can be created to share relevant information.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        30 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                30. Blended learning is:

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. The integration of reading and writing.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        31 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                31. In learning to read, it is important that:

                            
                            
                            
            
                

                
                    
                        a. All alternatives are correct.
                    
                    

                    
            
            
                

                
                    
                        b. The teacher inspires children to read
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. The teacher uses proper teaching methods.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        32 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                32. To preventing reading difficulties:

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. There is nothing a teacher can do.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        33 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                33. Part-time special education in grades one and two:

                            
                            
                            
            
                

                
                    
                        a. Does not help children with reading difficulties.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        34 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                34. For very young children, the reading environment in the home is strongly linked to their emergent literacy skills before entering school. Which of these is NOT an important aspect of the home literacy environment:

                            
                            
                            
            
                

                
                    
                        a. Number of books in the home.
                    
                    

                    
            
            
                

                
                    
                        b. Parents’ attitude toward reading.
                    
                    

                    
            
            
                

                
                    
                        c. Parents’ reading habits.
                    
                    

                    
            
            
                

                
                    
                        d. Presence of a radio in the home.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        35 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                35. 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.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        36 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                36. 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. Decreasing group size (whole-class, small group, one-to-one).
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. Providing explicit instruction. 
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        37 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                37. Screening instruments used in prevention programs for reading difficulties do NOT usually assess which of the following skills?

                            
                            
                            
            
                

                
                    
                        a. Phonological awareness.
                    
                    

                    
            
            
                

                
                    
                        b. Fine motor skills.
                    
                    

                    
            
            
                

                
                    
                        c. Rapid automatized naming.
                    
                    

                    
            
            
                

                
                    
                        d. Letter knowledge.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        38 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                38. Spoken language skills:

                            
                            
                            
            
                

                
                    
                        a. Are not important in learning to read.
                    
                    

                    
            
            
                

                
                    
                        b. Are not necessary in learning to spell. 
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. Form the foundation for learning to read.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        39 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                39. The orthographic structure of a language is:

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        c. The letter names in the language.
                    
                    

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        40 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                40. The most prominent characteristic of reading disability (dyslexia) is:

                            
                            
                            
            
                

                
                    
                        a. Poor text comprehension. 
                    
                    

                    
            
            
                

                
                    
                        b. Struggles with word reading.
                    
                    

                    
            
            
                

                
                    
                        c. Attention problems.
                    
                    

                    
            
            
                

                
                    
                        d. Problems in visual perception.
                    
                    

                    
            
                            
                            
                            
                            
                            
                            
                            
                        
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

            
            
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