1.

Philippine Informal Reading Inventory (Phil-IRI) vs Bulacan Agricultural State College

Pinaod, San Ildefonso, Bulacan Developmental Reading I (Course Syllabus)
Phil-IRI refers to the revised assessment tool composed of a set of graded passages
administered to the whole class and to individual students, which was designed to determine a
student’s reading level. The Phil-IRI used as a classroom-based assessment tool aims to measure
and describe the learners’ reading performance in both English and Filipino languages in oral
reading, silent reading and listening comprehension. These three types of assessment aim to
determine the learner’s independent, instructional and frustration levels. The Phil-IRI data shall
also serve as one of the bases in planning, designing/redesigning the reading instruction of the
teachers and the school’s reading programs or activities to improve the overall school’s
reading performance. While Bulacan Agricultural State College Pinaod, San Ildefonso, Bulacan
Developmental Reading I (Course Syllabus) deals with the review of theories and study of
techniques and approaches in teaching beginning reading. It provides learning opportunities for
the students to be able to explain the nature, major principles, approaches, strategies,
techniques, skills and theories in reading. The course sharpens the teacher’s reading
proficiency in the preparation for the introduction to the nature of the reading process.
Philippine Informal Reading Inventory (PIRI) or the Phil-IRI is an oral assessment tools for grade-
schooler and attempt to measure the pupil’s comprehension level with fluency within the
context of oral assessment, the Developmental Reading course is a subject for college students.
Students are assess thoroughly in the whole semester.
2. Philippines Whole School Reading Program Education Quality and Access for Learning and
Livelihood Skills - Phase 2 (EQuALLS2) (Department of Education (DepEd) and DepEd ARMM)
Partnered by USAID vs Philippines Whole School Reading Program Education Quality and
Access for Learning and Livelihood Skills - Phase 2 (EQuALLS2)
WSRP has been established to adapt and strengthen the National English Proficiency
Program (NEPP) in elementary schools in Mindanao. The project’s focus on improving teachers’
English use and instruction has evolved to emphasize the importance of reading skills, in light of
the alarmingly low reading assessments of elementary school students and their teachers. The
WSRP, therefore, was designed to include the whole teaching staff (all subject areas) and the
whole student population (grades 1–6) within a given school. The WSRP was developed on the
premise that providing teachers with the tools (e.g., passages for oral reading practice and
monitoring) and time to improve their reading skills through reading and discussion sessions,
coupled with intensive training in reading instruction, leads to improved results for teachers
and students. The underlying hypothesis is that when teachers become aware of their own and
their students’ reading abilities, they are motivated to improve their fluency and
comprehension skills, as well as how they teach reading and/or use English in math and science.
3. Conduct of the Read-A-Thon Reading Contest for the National Read-A-Thon Project.
(Department of Education (DepEd)) vs Successful High School Developmental Reading
Program
Conduct of the Read-A-Thon Reading Contest for the National Read-A-Thon Project.
(Department of Education (DepEd)) is a reading enrichment skills via contests on: Best Reader,
Best Storyteller, Best Oral Reading Interpretation, and Vocabulary Reading Test. The Read-a-
thon is a fun school-wide event that encourages students to use the reading skills they develop
in the classroom in a way that helps to raise funds to support important PTSA-sponsored
programs like Curriculum Enhancement (field trips!!) and teacher aides (extra hands in the
classroom!!). While the successful high school developmental program, layout of the reading
and study skills program is rather extensive. In each of the ,four high schools there are two
complete reading laboratories, side by side., Set up to accommodate 15 students at a time,
each laboratory is equipped with the latest and what we think the best mechanical devices and
reading materials. When the students are thoroughly motivated and are ready to go into the
reading laboratory for their training, the class of 30, which is homogeneously grouped for
English I, is divided in half. The regular English teacher takes 15 of these students into one of
the two reading laboratories; the special reading laboratory teacher takes 15 in the other. For
eight weeks these students follow a concentrated program of reading skills, techniques, and
study aids. They keep a record of their work and chart their progress in a student syllabus
specifically developed for use in the course. At the end of the laboratory session, the students
receive the results of their tests, and their over-all performance is discussed with them.