Phonics, Rhythms, & Rhymes-Level C

About the Book

This edition of Phonics, Rhythms, and Rhymesbuilds 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 Cin the Phonics, Rhythms, and Rhymes Reading Program. This approximate 250 page bookis 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. Informationand 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 2ndGrade, 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

About the Author

      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.