This edition of Phonics, Rhythms, and Rhymes builds upon many favorable comments we have received from classroom teachers, parents, administrators, and students studying in undergraduate and graduate programs. Some non-readers need just a little extra assistance in learning to read; and other students are struggling with reading and need more intensive help from classroom teachers and specialists. This research-based book is an ideal teaching resource for the emergent reader on the 3nd grade level and it is for all types of learners.
This particular edition is the combined student’s and teacher’s manuals from Levels C in the Phonics, Rhythms, and Rhymes Reading Program. This approximate 250 page book is the combined two books which would, in regular print size, constitute a total of 400 pages. Each of the two books are available separately. The teacher’s editions are available in regular-print size which is the same size as this student’s book. They are sold separately in most book stores and contain approximately 200 pages each. Information and prices are also presented on www.PhonicsRhythmsRhymes.com. The Phonics, Rhythms, and Rhymes Reading Program is comprised of a separate book for students and teachers on the following grade levels: Level K Kindergarten, Level A 1st Grade, Level B 2nd Grade, Level C 3rd Grade, Level D 4th Grade, and Level I Intervention.
In the back of this book you will find that the teacher’s edition provides an answer key which makes it possible to understand and to teach reading using a phonological awareness approach. This section is also filled with the best contemporary methods and strategies necessary for teaching Reading successfully. It begins by establishing an understanding of the elemental principles of phonemic awareness. It then explores other letter-to-sound concepts necessary for Phonics. This book continues by etching a lasting memory of the vowel sounds and blending them to consonants. Blending is riming in this program and it is easy for the teacher to lead in and the students to follow. Phonics, Rhythms, & Rhymes is an engaging medium for explicit instruction about specific spelling-sound correspondence and the alphabetic principle in general. Rhyming (riming, blending) provides opportunities for self-assessment and correction, as construction of sound in each new word is compared with the sounds of words that students know. It supports students who are struggling to recognize letters automatically by reinforcing letters and sounds already learned. The research based program activities accentuate beginning and ending sounds which is vital in speaking, spelling, and writing Standard English words.
Meanwhile, the physical manipulation of letters on pages accommodate students who might otherwise have difficulty sustaining their attention in whole-group instruction. While literacy in K, 1st, and 2nd grade is based on skill mastery of blending consonants to vowels, digraphs, diphthongs, and finals; literacy in the 3rd grade is based on skill mastery of blending consonant blends to vowels, digraphs, diphthongs, and endings; and literacy in the 4th grade and Intervention is based on bringing both together. Our research-based program has developed an exciting and unique opportunity for children to learn to read.
Rasool D. Malik, Ed. D. is an educator firmly committed to promoting literacy for all students. He ultimately believes that Reading maketh a fu1l person and that all students, though unique in potential, can be empowered to read through the use of rhymes. He is also interested in developing students’ basic Reading skills through phonemic awareness, word decoding, fluency, and comprehension. He has done extensive research on methods of teaching Reading and is the author of several books, and joumal articles. Over the past thirty years, Dr. Malik has worked assiduously to develop a Reading program for regular education, Special Education, and Home School Education. His literacy program is titled “Phonics, Rhythms, and Rhymes” which was developed for teachers, parents, and students in teaching and learning to read. His Reading program is preceded by the published diagnostic “Test of Phonics Skills” (ToPhS), a Phonics assessment that uses rhymes to test students’ word inventory. The award winning Reading program “Phonics, Rhythms, and Rhymes” is comprised of 15 books, first published in 1997 and revised in 2004. He had developed www.PhonicsRhythmsRhymes.com to ensure that as many students, parents, and teachers as possible, both nationally and globally, have access to this program.
Dr. Malik’s research involves areas of language and literacy acquisition, the development of instructional materials, and computer software which has been presented to the International Reading Association. His research interests also include language development in young children, special and early childhood education, child development, and assignment implementation of intervention programs for 3tudcnt5 at risk of academic failure. He has extensive research experience in the area of Reading disabilities.
Beyond research, Dr. Malik has been involved in the development of a range of educational technology and materials. He is an authority on early education and a national advocate for improved and expanded training for practitioners who teach and care for young children. His work includes preparing teachers and teacher educators to work in heterogeneous classrooms in the development among young learners with special needs, and the use of literacy across the school day. He is the author of “Phonics for Elementary Teachers: A Contemporary Approach” which was written to assist developing teachers prepare for teaching Reading using rhyming strategies. He has taught children from diverse backgrounds in public school systems throughout the United States. His prized work involves the areas of national and international issues in schools effects, educational program improvement processes, compensatory education, and systemic and policy effects on students placed at risk.
Dr. Malik received the Stanley R. Mimms Award in 1998. He has an extensive teaching background and served as a Dewitt Wallace Readers Digest Fellow. He has served on numerous advisory panels involved in direct service research for young children with emotional and developmental disabilities, and their families. He has served on Local School Advisory Committees and noted for his work in literacy development, home school connections to support academic achievement, and processes of school change and improvement. He was a member of the Georgia Professional Standards Committee for the Praxis Certification Test. He has an Ed. D. from Clark Atlanta University.
Author Rasool D. Malik, Ed. D., takes Phonics to the next level by using a highly successful rhyming approach to sound blend letters into syllables and words. He has slated for print Levels K, A, B, C, D, and Intervention books for students, teachers, and parents. Anyone can take this comprehensive material and teach a student(s) to read fast. This research-based program in its entirety is the most comprehensive Phonics resource known today. During the Kindergarten school year a proper foundation starts with phonemic awareness, and the proper naming, sounding, and shaping of letters. The most important skills in learning to decode words are taught during the kindergarten year. With the help of these books students will be taught skills that include the proper vocalization of each consonant (C) and vowel (V) sound. During the 1st grade year the student is introduced to CVC words and enrichment exercises. The objective of the Phonics, Rhythms, and Rhymes Program is to develop skills within the school curricula, and within the learning scope and sequential growth of the child. In this edition, Level B literacy will be achieved through the teaching and skill mastery of blending consonants and blends to vowels, vowel digraphs, diphthongs, and endings. In Level C you will find a continuation of the learning scope and sequence. However, in Levels D or Intervention you will find a remedial Phonics book for the older-mature student.
Reading success is based on the skill mastery of blending and in order to accomplish these objectives, for the more mature student, the lessons must be exciting, interesting, and rewarding while being void of extremely immature facsimiles. To reach the more mature student Phonics, Rhythms, and Rhymes has developed exciting activities called “Rhythms and Rhymes, Rime Time, and Rapping and Rhyming.” Rhyming in rhythms gives remedial students another chance to learn the required skills to move on to the rewards of literacy. The goal of the Phonics, Rhythms, and Rhymes Intervention Program is to support teachers with the demands that necessitate a level of conformity and control of comportment that challenges regardless of how accommodating the classroom may be to children’s individual nature and needs. Phonics, Rhythms, and Rhymes understands and was written to assist with these conformities. Meanwhile, preparing children to read is the top priority of Phonics, Rhythms, and Rhymes. Our method of rhyming letters systematically characterizes phonemes for students to grasp the fundamental principle of alphabetic literacy.
Our program recommends the use of MRP Publishers’ “Test of Phonics Skills” (ToPhS). The objective of teaching students to read using the Phonics approach is to build decoding skills that are vital in deciphering unknown words. ToPhS is a diagnostic Phonics assessment that measure Phonics skills through recognition, identification and articulation of letter sounds, blends, and words. This test is used to place a student on a phonics skill level in a literacy program. ToPhS utilizes only phonetically spelled words to inventory decoding skills. Learn more about it at www.PhonicsRhythmsRhymes.com.