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 user (applying reading skills for authentic purposes).
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. Repeater (learning by heart)
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        2 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                2.  A transparent language has the following characteristics:

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. The words are clearly pronounced.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        3 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                3.  Why is letter knowledge important for literacy development?

                            
                            
                            
            
                

                
                    
                        a. It helps to make decoding easier when children sound out the alphabet.
                    
                    

                    
            
            
                

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

                    
            
            
                

                
                    
                        c. It is a strong predictor of reading comprehension.
                    
                    

                    
            
            
                

                
                    
                        d. It is necessary to make sense of words through the recognition of letters and the sounds they make.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        4 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                4.  Examples of phoneme manipulation include:

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        5 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                5. The skill of identifying and producing rhyming words is useful for:

                            
                            
                            
            
                

                
                    
                        a. Identifying child’s visual-perceptual difficulties.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. Keeping learners busy and preventing disturbances in class.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        6 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                6.  Phonological awareness means:

                            
                            
                            
            
                

                
                    
                        a. The ability to spell and read words correctly.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        d. Naming letters in alphabetical order.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        7 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                7. Twenty-first century learning skills do NOT include:

                            
                            
                            
            
                

                
                    
                        a. Critical thinking
                    
                    

                    
            
            
                

                
                    
                        b. Creative thinking and problem solving.
                    
                    

                    
            
            
                

                
                    
                        c. Fine motor skills.
                    
                    

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        8 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                8. A child shows intrinsic motivation when:

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. Repeats the words the teacher reads.
                    
                    

                    
            
            
                

                
                    
                        c. Learn to recognize words as a whole.
                    
                    

                    
            
            
                

                
                    
                        d. Learns letter names.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        10 / 40
                        
                            
                        Category:
                        Literacy learning
                    
                            
                                10. A delay in expressive vocabulary (late talking) at the age of 2–2.5 years predicts:

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. Early vocabulary is not associated with reading comprehension.
                    
                    

                    
            
            
                

                
                    
                        c. Reading fluency at school age.
                    
                    

                    
            
            
                

                
                    
                        d. Comprehension difficulties in reading at school age.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. Linguistic.
                    
                    

                    
            
            
                

                
                    
                        b. Visual.
                    
                    

                    
            
            
                

                
                    
                        c. Print.
                    
                    

                    
            
            
                

                
                    
                        d. Gestural.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        12 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                12. Which of the following is NOT a dimension of multilingual pedagogy?

                            
                            
                            
            
                

                
                    
                        a. Critical instruction.
                    
                    

                    
            
            
                

                
                    
                        b. Overt instruction.
                    
                    

                    
            
            
                

                
                    
                        c. Situated practise.
                    
                    

                    
            
            
                

                
                    
                        d. Transformed practise.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        13 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                13. Multiliteracy pedagogy acknowledges learners:

                            
                            
                            
            
                

                
                    
                        a. As passive learners. 
                    
                    

                    
            
            
                

                
                    
                        b. As receivers of information. 
                    
                    

                    
            
            
                

                
                    
                        c. As learners who learn new information by reading.
                    
                    

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        14 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                14. Many countries around the world are promoting multilingualism, even in places where multilingualism is absent from official educational policy, because multilingualism has been shown to have several advantages. These advantages do NOT include:

                            
                            
                            
            
                

                
                    
                        a. Increased linguistic recognition.
                    
                    

                    
            
            
                

                
                    
                        b. Enhanced communication skills.
                    
                    

                    
            
            
                

                
                    
                        c. Increased intelligence.
                    
                    

                    
            
            
                

                
                    
                        d. Increased career opportunities.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        15 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                15. Monolingualism:

                            
                            
                            
            
                

                
                    
                        a. Refers to the state of knowing or being able to use only one language in speech or written form. 
                    
                    

                    
            
            
                

                
                    
                        b. Is synonymous with bilingualism.
                    
                    

                    
            
            
                

                
                    
                        c. Is synonymous with multilingualism.
                    
                    

                    
            
            
                

                
                    
                        d. Refers to the state of knowing or being able to use only one language, at any given time, in speech or written form.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        16 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                16. Which of the following is NOT a level at which phonological awareness is taught?

                            
                            
                            
            
                

                
                    
                        a. Phoneme level.
                    
                    

                    
            
            
                

                
                    
                        b. Word level.
                    
                    

                    
            
            
                

                
                    
                        c. Syllable level.
                    
                    

                    
            
            
                

                
                    
                        d. Bi-syllable level.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        17 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                17. A good way to teach morphological awareness is:

                            
                            
                            
            
                

                
                    
                        a. To teach children to spell words correctly.
                    
                    

                    
            
            
                

                
                    
                        b. To teach how different parts of words can be separated.
                    
                    

                    
            
            
                

                
                    
                        c. To ask the children to write dictated words.
                    
                    

                    
            
            
                

                
                    
                        d. To ask the children to repeat text read by the teacher.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        18 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                18. Which of the following best describes the role of phonics in a research-based primary-school reading program in local languages?

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        19 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                19. Which of the following best describes the primary purpose and function of a classroom reading assessment?

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        20 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                20. Instructional support means that:

                            
                            
                            
            
                

                
                    
                        a. Teachers offer tips to colleagues on best practices.
                    
                    

                    
            
            
                

                
                    
                        b. Teachers support children’s behaviour.
                    
                    

                    
            
            
                

                
                    
                        c. Teachers get support for teaching.
                    
                    

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        21 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                21. Teaching through interaction means that:

                            
                            
                            
            
                

                
                    
                        a. Children talk a lot in the classroom.
                    
                    

                    
            
            
                

                
                    
                        b. The teacher talks a lot in the classroom.
                    
                    

                    
            
            
                

                
                    
                        c. Teacher-child interaction supports learning.
                    
                    

                    
            
            
                

                
                    
                        d. Children have fun in the classroom.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        22 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                22. A teacher needs to inspire and encourage learners to generate ideas for what they want to write by:

                            
                            
                            
            
                

                
                    
                        a. Motivating and provoking.
                    
                    

                    
            
            
                

                
                    
                        b. Demonstrating. 
                    
                    

                    
            
            
                

                
                    
                        c. Responding to learners ideas.
                    
                    

                    
            
            
                

                
                    
                        d. All alternatives are correct.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        23 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                23.  When can adult learners begin to learn to read phrases and sentences?

                            
                            
                            
            
                

                
                    
                        a. After attending several reading classes.
                    
                    

                    
            
            
                

                
                    
                        b. After registering in a literacy program.
                    
                    

                    
            
            
                

                
                    
                        c. After obtaining the skills to read words.
                    
                    

                    
            
            
                

                
                    
                        d. None of the options.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        24 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                24.  How can you manage adult learners during literacy learning sessions?

                            
                            
                            
            
                

                
                    
                        a. By giving them many tasks to accomplish.
                    
                    

                    
            
            
                

                
                    
                        b. Through corporal punishment.
                    
                    

                    
            
            
                

                
                    
                        c. By integrating emotion into lessons.
                    
                    

                    
            
            
                

                
                    
                        d. By giving them difficult questions for discussion.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        25 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                25. What is the most appropriate teaching method to be used in teaching adult learners?

                            
                            
                            
            
                

                
                    
                        a. Gallery walk method.
                    
                    

                    
            
            
                

                
                    
                        b. The method of gradual release of responsibilities.
                    
                    

                    
            
            
                

                
                    
                        c. Lecture method.
                    
                    

                    
            
            
                

                
                    
                        d. Student centred method.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        26 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                26. When assessing reading in transparent languages: 

                            
                            
                            
            
                

                
                    
                        a. Reading fluency is not connected to reading disabilities.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        27 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                27. When comparing handwriting and typing:

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        28 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                28. 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.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        29 / 40
                        
                            
                        Category:
                        Literacy teaching
                    
                            
                                29.  Which of the following is NOT a psychological benefit of listening to stories?

                            
                            
                            
            
                

                
                    
                        a. Gaining knowledge about new things and new words.
                    
                    

                    
            
            
                

                
                    
                        b. Developing visual perceptual skills. 
                    
                    

                    
            
            
                

                
                    
                        c. Developing emotional wellbeing.
                    
                    

                    
            
            
                

                
                    
                        d. Developing imagination.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

                
                    
                        a. The integration of reading and writing.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

                
                    
                        c. Does not help children with reading difficulties.
                    
                    

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        32 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                32. 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. Parents’ attitude toward reading.
                    
                    

                    
            
            
                

                
                    
                        b. Presence of a radio in the home.
                    
                    

                    
            
            
                

                
                    
                        c. Number of books in the home.
                    
                    

                    
            
            
                

                
                    
                        d. Parents’ reading habits.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        33 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                33. Which of the following is INCORRECT based on research? Fundamental principles for interventions for word-level reading difficulties include:

                            
                            
                            
            
                

                
                    
                        a. Intensive monitoring of the development of reading skills. 
                    
                    

                    
            
            
                

                
                    
                        b. Teaching phonics explicitly in the context of a multicomponent, integrated instructional program
                    
                    

                    
            
            
                

                
                    
                        c. Reliance on explicit instruction on letter–sound connections. 
                    
                    

                    
            
            
                

                
                    
                        d. The instructional-level of the reading material is not important in word-level reading instruction.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        34 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                34. Screening instruments used in prevention programs for reading difficulties do NOT usually assess which of the following skills?

                            
                            
                            
            
                

                
                    
                        a. Phonological awareness.
                    
                    

                    
            
            
                

                
                    
                        b. Rapid automatized naming.
                    
                    

                    
            
            
                

                
                    
                        c. Fine motor skills.
                    
                    

                    
            
            
                

                
                    
                        d. Letter knowledge.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        35 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                35. Based on research, which of the following is NOT true:

                            
                            
                            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        37 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                37. In learning to read, it is most important that a child:

                            
                            
                            
            
                

                
                    
                        a. Learns the letter names.
                    
                    

                    
            
            
                

                
                    
                        b. Remembers words as a whole.
                    
                    

                    
            
            
                

                
                    
                        c. Learns letter-sound correspondences. 
                    
                    

                    
            
            
                

                
                    
                        d. Learns to draw letter forms. 
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        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. Form the foundation for learning to read.
                    
                    

                    
            
            
                

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

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

                        
                        
                        39 / 40
                        
                            
                        Category:
                        Reading difficulties
                    
                            
                                39. Based on genetic studies of dyslexia, we know that:

                            
                            
                            
            
                

                
                    
                        a. There is no single gene for reading disabilities.
                    
                    

                    
            
            
                

                
                    
                        b. Because reading disabilities have a genetic background, it is not possible to influence children through teaching. 
                    
                    

                    
            
            
                

                
                    
                        c. Reading disabilities do not run in families.
                    
                    

                    
            
            
                

                
                    
                        d. There is one gene that affects brain development and leads to a reading disability.
                    
                    

                    
            
                            
                            
                            
                        
                        
                        
                        
                        
                        
                    
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

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

                            
                            
                            
            
                

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

                    
            
            
                

                
                    
                        b. The orthography is not important in teaching reading.
                    
                    

                    
            
            
                

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

                    
            
            
                

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

                    
            
                            
                            
                            
                            
                            
                            
                            
                        
                            
                            
                                
                            
                            
                                
                            
                            
                                
                            
                            
                        
                    

            
            
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