What are flexible ways to use Phil-IRI?

The Phil-IRI may be used to:

a. Group Reading Level
The Phil-IRI GST can be used to determine a whole class’ reading
level, and identify particular students who may need more
assistance in performing reading tasks.
b. Individual Reading Level
The individually administered Phil-IRI Graded Passages can be
used to determine a student’s independent, instructional and
frustration levels for three types of literacy tasks: Oral Reading,
Silent Reading, and Listening Comprehension.
Who needs to take the Phil-IRI?
All students in Grades 3 to 6 will undergo the Phil-IRI Group
Screening Test (GST) in Filipino, while students in Grades 4 to
6 will undergo the GST in English. Students identified to be
performing below level of expectation (those with a total
Raw Score below 14 in the Phil-IRI GST) should undergo
further assessment through the individually administered
Phil-IRI graded passages.
When should the Phil-IRI be administered
Table 1. Schedule of Administration of Phil-IRI
How long does it take to administer the Phil-IRI?
The administration of the Phil-IRI GST for a whole class takes
approximately 30 minutes. The time it takes to administer the Phil-IRI
Graded Passages would vary for each student.

Who can administer the Phil-IRI?

All Filipino subject teachers for Grades 3 to 6 and English subject
teachers for Grades 4 to 6 can administer the Phil-IRI Group Screening Tests
in their respective classes. ELLN-trained teachers can administer the Phil-IRI
Graded Passages to individual students who need further assessment.The
region and/or division can also conduct training programs to teachers on
the conduct of the Phil-IRI. Teachers who will administer the Phil-IRI should
read the manual thoroughly and prepare all the necessary materials and
forms prior to the scheduled date of test administration.
The Phil-IRI Group Screening Test

The Phil-IRI Group Screening Test (GST) is a silently-

administered test in both Filipino and English. Each tool is
composed of a 20-item comprehension test based on a set
of leveled passages for each grade level covering Grades 3 to
6 in Filipino and Grades 4 to 6 in English. The passages were
written and selected based on concept load, level of
vocabulary used, sentence complexity, nature of themes
and cohesion.
The Phil-IRI Graded Passages (Sets A, B, C and D)
The Phil-IRI Graded Passages is an informal individualized
assessment tool used to record the student’s performance in
oral reading, silent reading and/or listening comprehension.
The Phil-IRI Listening Comprehension is administered when the
student is identified as a nonreader. The purpose is to find out
how well a student understands the selection which will be read
by the test administrator. Then the test administrator reads the
multiple choice questions and the student answers them orally.
The Phil-IRI Silent Reading Test may be administered after the
Oral Reading Test is conducted to further check the student’s
comprehension skill. This is an optional activity.
Phil-IRI Forms for Group Screening Test
1) Phil-IRI Form 1A: Talaan ng Pangkatang Pagtatasa ng Klase
(PPK) sa Phil-IRI
The Phil-IRI Form 1A is to be used for the GST in Filipino. The
objectives of completing and submitting this form include the
following: a) to identify the types of questions (literal, inferential
or critical) that each child can answer; b) to classify the students
to be recommended for administration of the Phil-IRI tests, c) to
capture the reading performance of the class, thus design
appropriate classroom instruction. This form includes the class
list, the itemized scores of the students according to the types of
questions answered, and their total score. A sample of this form
is shown in Appendix B1.
2) Phil-IRI Form 1B: Summary of the Phil-IRI Group Screening
Test Class Reading Record (CRR)
This form has the same content and objectives as the Phil-IRI
Form 1A. Phil-IRI Form 1B is to be used for the GST in English. A
sample of this form is shown in Appendix B2.
3) Phil-IRI Form 2: Talaan ng Paaralan sa Pagbabasa / School
Reading Profile (SRP)
This form presents a summary of a school’s performance in the
GST. Furthermore, it shows the school’s reading profile, which
includes the number of students who are reading at their level
(test scores ≥ 14 out of 20 items), and those who are in need of
further Phil-IRI administration (test scores < 14). A sample of
this form is shown in Appendix C.
1) Phil-IRI Form 3A: Markahang Papel ng Panggradong Lebel na Teksto / Phil-IRI
Form 3B: Grade Level Passage Rating Sheet
This form is the rating sheet with the passage to be read (either orally or silently by
the
student, or orally by the teacher). The teacher indicates the time spent by the
student in reading the passage. Likewise, the student’s miscues are marked and
summarized, and the comprehension responses are recorded in this form. This form
will yield the speed and rate in reading, and the reading level for the passage in
both word reading and comprehension. A sample of these forms are shown in
Appendix D1 and D2.
2) Phil-IRI Form 4: Talaan ng Indibidwal na Pagbabasa / Individual Summary
Record (ISR)
This form summarizes the performance and level of each learner in word reading
and comprehension in all the administered Phil-IRI. It also indicates the oral reading
behaviors exhibited by the student. A sample of this form is shown in Appendix E.
General Directions for Administration: The Four Stages
There are four stages in the administration of the Phil-IRI. Figure 1 on the
next page presents the four stages, namely:
Stage 1: Initial Screening Using the Phil-IRI Group Screening Test
Stage 2: Administration of the Phil-IRI Graded Passages (Pre-test)
Stage 3: Provision of Specialized Instruction/Intervention
Stage 4: Administration of the Phil-IRI Graded Passages (Post Test)
• Finding the independent level means that we are looking for the grade level passage that the
child can read on his/her own without any assistance. To find the independent level, the test
administrator continues to give a selection that is one level lower than a given selection until
the child is able to register performance at 97 to 100% in word reading and 80 to 100%
comprehension. It is important to find the independent level so that we know the kind of text
that the child is already able to perform well in. Providing material at the independent level
may serve as a source of motivation or as a starting point for instruction.
• • Finding the instructional level means that we are looking for the grade level passage that
the child can read with the support of a teacher. This is the level where students make the
most progress in reading. To find the instructional level, the test administrator continues to
give a selection that is one level higher than the independent level passage until the learner is
able to register performance at 90 to 96% in word reading and 59 to 79% in comprehension.
• • Finding the frustration level means that we are looking for the grade level passage that the
child can no longer read and understand on his own. To find the frustration level, the test
administrator continues to give a selection that is one level higher than the instructional level
passage until the learner’s oral reading score performance is at 89% and below in Word
Reading and 58% and below in Comprehension. It is important to identify the frustration level
so that we are aware of the kind of material that the student is not yet ready for.
Determine the Starting Point of Graded Passages.
The first passage that the child should be asked to read aloud must
depend on the child’s raw score in the GST.
a. If the child’s raw score in the GST is 0-7, he/she must be given a
passage that is 3 grade levels below his current level.
b. If the child’s raw score in the GST is 8-13, he/she must be given a
passage that is 2 grades below his current level.

To illustrate, if Pedro, a 5th grader, garnered a Raw Score of 6/20 in the

Filipino GST, the first selection that he must be asked to read should be at
2nd grade level. Once the first selection to be read has been identified,
the test administrator is ready for Step 2.
Administer Listening Comprehension Test (Stage 2a) and Silent Reading Test (Stage 2b).
Note that both stages are optional.
STAGE 2a:
After administering the Oral Reading Test, if there is a need to describe the performance
of the child when the reading task is lifted (i.e. especially when the students have been
identified to be non-readers), the Listening Comprehension Test may be administered.
The process of finding the independent, instructional and frustration levels are the same
except that the passages are no longer read by the student and instead are read by the
test administrator. After each selection has been listened to, the test administrator reads
the multiple choice questions that the students must respond to orally.
STAGE 2b:
After administering the Listening Comprehension Test, if there is a need to describe the
performance of the child when doing the reading task on his/her own, the Silent Reading
Comprehension Test may be administered. The process of finding the independent,
instructional and frustration levels are the same except that the time it takes for the
student to finish reading each passage is recorded by the test administrator. After each
selection has been read, the test administrator reads the multiple choice questions that
the students must respond to orally.