How to use the Rainbow Reading Programme
See the video below for a tutorial on how to use the Rainbow Reading pen, and the miniRainbows Reading Kit. Further down the page is a flowchart laying out the process for using the Rainbow Reading programme with students.
Video – The Rainbow Reading Pen
Video – Mini Rainbows Reading Kit
Click here to expand the flowchart view of how to use Rainbow Reading
Testimonials & Feedback
The magic pen has been an amazing tool for helping emergent readers. It has especially helped these readers to develop their one to one fingerpointing. It is also a great resource because students are able to use it independently. They experience success with their reading and as a result their confidence in their reading ability grows in leaps and bounds.
Since using the miniRainbow readers and the magic pen many parents have come to ask to borrow it for the weekend or the evening (proving how popular it is in our class). I have recommended the miniRainbow resource to many other teachers and parents. It is a fantastic resource that our whole class has thoroughly enjoyed.
Thanks for developing such a great teaching and learning tool.”
Louise Dreyer, Korakonui School
The children love them. The novelty of the ‘magic talking pen’ makes them want to read and listen. The books are just perfect for early readers. The fact that they can listen to the whole sentence, to hear what good reading sounds like, or point under the word so that they can learn the high frequency words is just great.
The clear print and interactive illustrations engage young readers (and adults). It is almost like having an extra teacher in the classroom!”
Lynne Torrie RTLit, Marton Junction School
Julie Gray at Hillcrest Normal School
Thank you Meryl-Lynn in developing an excellent resource which is well priced and affordable.”
Brenda Marquet – Deputy Principal Y1-4 Opaheke School, Papakura.
The children absolutely love this resource as it gives them the freedom to be read to, or they can read themselves and just use the ‘magic pen’ to check if they have read the text correctly.
The illustrations are colourful, with different texts having photographs, drawings and cartoons, all which appeal to children. The design is clearly laid out, and digital content allows for another interactive aspect which the children enjoy using to ‘test’ themselves and others.
The implications for educating beginning readers is that the children are able to use the resource independently, yet are still supported to read and understand what it is they are reading. It has been such a wonderful addition to my classroom reading programme and I am very lucky to have been allowed to trial this in our school..
Thanks for providing such a meaningful and useful educational resource!”
Cynthia McInally, Mellons Bay School