The Philippine Informal

Reading Inventory (Phil-

IRI)
FRANLIE O. RAMOS - CORPORAL
Elementary School Principal I, Hanawan ES
What is Phil –IRI?
Philippine Informal Reading Inventory (Phil-IRI)
- a classroom-based assessment
- assesses the learner’s interaction with print orally and silently
- informs the classroom teacher the reading performance of the
learners in terms of their reading strengths and difficulties

- helps the teacher design appropriate classroom intervention

Philippine Informal Reading Inventory (Phil-IRI)

- provides an approximation of the learner’s abilities and may be

used in combination with other reliable tools of assessment

- one of the initiatives put in place in support of the Every Child A

Reader Program (ECARP)
Philippine Informal Reading Inventory (Phil-IRI)

- This diagnostic approach to describing how children

read embraces inclusionary principles that emphasize the
meed for education that is learner-oriented,

responsive and culturally sensitive

What reading skills are diagnosed/assessed?

1. Phonics and Word Recognition

2. Fluency
3. Rate of Reading
4. Listening/Reading Comprehension
 Components of the Phil-IRI
• Group Screening Test

• Passages for Oral Reading,

Filipino and English
Pre test
• Passages for Silent Reading, &
Filipino and English Post test

• Comprehension questions
 Group Screening Test
Aims

(1) to determine who among the students in a class are

reading at level in Filipino and/or in English and need
not undergo a more rigorous assessment of his/her
reading ability
 Group Screening Test
Aims

(2) to identify the pupils who are performing below

grade level expectation in reading and should
undergo the Phi-IRI for further assessment of
reading difficulties
 Group Screening Test

• Grades 2 to 6: 3 to 4 short passages in Filipino and a 20-

item comprehension check

• Grade 3 to 6: 3 to 4 short passages in English and a 20-

item comprehension check
 Reading Passages
Readability Level: Kindergarten to Grade 7
Types of Text:
Narrative Texts (Kindergarten to Grade 4)
Expository Texts (Grade 5 to 7)

Topics of Expository Texts:

For Filipino: Araling Panlipunan
For English: Science
 Reading Passages
Phil-IRI Graded Passages are both in
Filipino and English. For both
languages, there are four sets (Sets A,
B, C and D) of passages with a
readability level of Grade 2 to Grade 7
to be used for the pre-test.
 Reading Passages
Similarly, there are also four sets (Sets A, B, C and
D) of posttest graded passages. The pre-test and
the posttest for each grade level are comparable in
the following: number of words, concept load,
level of vocabulary used, sentence complexity,
nature of themes and cohesion
 Comprehension Questions (Oral & Silent)

 literal  K to Grade 1 passages: 5 questions

 interpretive  Grade 2 and 3: 6 questions

 critical  Grade 4 and 5: 7 questions

 Grade 6 and 7: 8 questions

 applied
 Purpose of Oral Reading

To assess a reader’s

- word recognition

- fluency

- comprehension
Assessing Oral Reading Performance

• word recognition: measured through a Reading Miscue

Inventory

• rate of reading: measured by recording the time spent in

reading the selection.

• comprehension: measured by answering 5 to 8–item

comprehension questions
Is the difficulty in answering the
comprehension questions due to poor
word recognition skills?
The Phil-IRI Listening
Comprehension is administered
when the student is identified as a
nonreader.
Purpose:

Listening Comprehension assesses how well the

pupil understands the passage that s/he listened to.

Listening Comprehension

• Teacher reads the selection while the pupil listens

• Teacher reads the questions and pupil writes/gives the letter of

the correct answer

• Is there a difference between the score in oral reading and in

listening?
 Computing Comprehension
No. of Correct Answer
Comprehension = X 100
No. of Questions
No. of Correct Answer: 5
No. of Questions: 7

5
X 100 = 71
7

Listening Comprehension Skill: 71% INSTRUCTIONAL

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.
Silent Reading

Purpose:

to gauge the pupil’s reading speed and

comprehension.
Silent Reading

• Reading speed: measured by recording the time it takes the

child to read each passage completely

• Reading comprehension: measured by asking the student to

read and answer 5 to 8 comprehension questions
What affects the readability of a passage?
1. font: type and size
2. spacing
3. Length of words, sentences, passage
4. illustration
5. type of words used
6. relation of the passage to a reader’s prior knowledge
Recommended Font Size of the Passages

Grade Level Recommended Font Size

Kindergarten –Grade 1 Alfabeto, Comic Sans, Font Size 18

Grade 2 Alfabeto, Comic Sans, Font Size 16

Grade 3 Alfabeto, Comic Sans, Font Size 14
Grade 4 to 7 Alfabeto, Comic Sans, Font Size 12
Phil-IRI Forms for Group Screening Test

a. Phil-IRI Form 1A – Talaan ng Pangkatang Pagtatasa ng Klase

(PPK) sa Phil-IRI
b. Phil-IRI Form 1B – Summary of the Phil-IRI Group Screening
Test Class Reading Record (CRR)
c. Phil-IRI Form 2: Talaan ng Paaralan sa Pagbabasa / School
Reading Profile (SRP)
Phil-IRI Forms for Graded Passages

a. Phil-IRI Form 3A: Markahang Papel ng Panggradong Lebel na

Teksto / Phil-IRI Form 3B: Grade Level Rating Sheet

b. Phil-IRI Form: Talaan ng Indibidwal na Pagbabasa / Individual

Sumary (ISR)
 Four Stages in the administration of the Phil-IRI
STAGE 1: Initial Screening Using the 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)

Stages in Administering the Phil-IRI
Stage 1: Initial Screening (Phil-IRI Group Screening Test)
STEP 1: Determine the Starting Point of Graded Passages

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.
This initial screening allows the teacher
to focus more on the students with
reading difficulties.
If the child’s raw score in the GST is:

0-7 points take the Phil-IRI test which is 3 levels

lower than his/her grade level

Raw 8-13 points take the Phil-IRI test which is 2

score levels lower than his/her grade level
in 14 or above NO need to undergo the Phil-IRI
GST test
Example:

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 Stage 2.
Stage 2: Administration of the Phil-IRI using the Phil-IRI Graded
Passages
 Oral Reading Test
o Identifying and Marking Miscues
o Scoring the Oral Reading Miscues

o Quantitative Analysis of the Oral Reading Test

o Determining and Describing the 3 Reading Levels

 Stages in Administering the Phil-IRI

Stage 2: Administration of the Phil-IRI

o Understanding the Reading Profile of Pupils

o Qualitative Analysis of Pupil Behavior while Reading

Miscue
Common Miscues of Readers
a deviation or
difference between 1. Mispronunciation
2. Omission
what a reader says 3. Substitution
and the word in the 4. Insertion
page (Goodman, 5. Repetition
1973) 6. Reversal
7. Hesitation

o Identify the learner’s miscues in oral reading

Mispronunciation – when a word or words is not pronounced or read
properly (pupil reads a word phonetically)

Text: The children played in the yard.

Reader: The children playeed in the yard.

What to do? Underline the text and write the phonetic spelling above it.

playeed
The children played in the yard.
Omission – when a word or words are omitted
Text: Tony saw an enormous elephant in the zoo.

Reader: Tony saw an elephant in the zoo.

What to do? Circle the omitted word.

Tony saw an enormous

n elephant in the zoo.
Substitution – when one word is substituted for another
Text: The big horse started to trot.

Reader: The big house started to trot.

What to do? Write the word read directly above the correct word.

house
The big horse started to trot.
Insertion when a word or words are inserted
Text: His big sister is in school.
Reader: His big sister is in the school.

What to do? Indicate it with a caret at the point of intersection and the word is
written above the caret.

the
His big sister in school.
Repetition – when a word /phrase is repeated.
Text: The red roses are in the lovely vase.
Reader: The red roses are in the in the lovely vase.

What to do? Draw a line from the point at which the reader
decides to retrace his steps to the point the repetition begins.

The red roses are in the lovely vase.

Reversal – when two words are reversed.
Text: The gardener is working in his vegetable garden.
Reader: The gardener is working in his garden
vegetable.

What to do? Use a proofreader’s symbol for transposition.

The gardener is working in his vegetable garden.

o Scoring the Oral Reading Miscues

Type of Miscue Marking the Example Scoring

Miscue
Mispronunciation Underline the text sleed Count as 1 error
and write the slide every
phonetic spelling mispronunciation
above it.
 Scoring the Oral Reading Miscues
Type of Miscue Marking the Example Scoring
Miscue
Omission Circle the The huge Count as 1
omitted unit of error a word or
elephant
a language. phrase omitted.
 Scoring the Oral Reading Miscues

Type of Marking the Example Scoring

Miscue Miscue
Substitution Write the word money Count as 1 error
directly above the monkey every
substituted it. substitution
dab
bad
 Scoring the Oral Reading Miscues
Type of Marking the Example Scoring
Miscue Miscue
Insertion Use a caret to lovely Count a word
show where the or a phrase
word/s was the flowers in the
inserted as one
inserted and write
the word above the vase error.
caret.
 Scoring the Oral Reading Miscues
Type of Miscue Marking the Example Scoring
Miscue
Repetition Draw a line from the They found it Count as one
point at which the
reader decides to in the error every
retrace his steps to word or phrase
the point the repeated.
repetition begins.
 Scoring the Oral Reading Miscues
Type of Marking the Example Scoring
Miscue Miscue
Reversal Draw a Count as one
proofreader’s vegetable garden error every
symbol for reversal made.
transposition.
 Scoring the Oral Reading Miscues
Type of Miscue Marking the Example Scoring
Miscue
Hesitation A pause is He bought a Count as one
marked basket of error every
through an P hesitation
elongated P. vegetables. made.
o Quantitative Analysis of the Oral Reading Test
• How many miscues were observed? What are these miscues?

• How many minutes did it take the student to read the

passage?

• How many comprehension questions were correctly

answered?
Computing the Percentage of the Number of Words Read
Correctly

No. of Words in the Passage – No. of Miscues

No. of Words
X 100
Example:
Karlo’s Performance in Oral Reading

No. of Words in the Passage: 65

No. of Miscues: 15
65 - 15 100 = 76.9%
X
65

% of words read correctly = 76.9%

 Computing Speed in Reading
No. of Words Read
Reading Speed = X 60
Reading Time in Seconds
No. of Words in the Passage: 103
No. of Minutes it took Karlo to read it: 90 seconds (1.5 mins.)

103 words read X 60 =

69 words per
90 seconds minute

Karlo’s Reading Rate: 69 words per minute

 Computing Comprehension
No. of Correct Answer
Comprehension = X 100
No. of Questions
No. of Correct Answer: 4
No. of Questions: 7

4
X 100 = 57
7

Karlo’s Comprehension Skill: 57%

 Oral Reading the aim is to find
Comprehension
the learner’s
Silent Reading
independent, WHY?
Comprehension
Listening
instructional and
Comprehension frustration levels

so that teachers know what level of reading

materials the student can read and understand
well, as well as what level of reading materials
the student is not ready for.
o Determining and Describing the 3 Reading Levels
Reading Level: the level at which a learner can read and
comprehend a leveled text or graded passage

The different reading levels:

Independent
Instructional
Frustration
Independent Level: “I can read this on my own.”
 the level at which a learner can read and comprehend a
leveled text on his/her own.

• The reader is familiar with most, if not all, of the words in the
text. The pupil reads smoothly, fluently and with expression.
• The level of comprehension is high.
Instructional Level: “I can read this with my teacher’s help.”
 the level at which a learner can read and comprehend a
leveled text with some guidance.

• 90% of the words are familiar to the reader. S/He hesitates

reading some words
• The reader understands most of what is read.
Frustration Level: “This is difficult.”
 the level at which a learner experiences much difficulty in
reading and comprehending a leveled text.

• Most words are unfamiliar to the reader; hence reading is

choppy with lots of hesitations
• The reader rarely understands what s/he is reading.
Oral Reading Profile

Word Reading Comprehension Score

Score (in %) (in %) Oral Reading Level

97-100% 80-100% Independent

90-96% 59-79% Instructional

89% and below 58% and below Frustration

o Understanding the Reading Profile of Pupils

• Word reading score: 15 miscues= 76.9%: FRUSTRATION

• Comprehension score: 4 out of 7= 57%: FRUSTRATION

• Reading Rate: 69.5 words per minute

Karlo’s Oral Reading Profile: Frustration

 NUMBER OF LEARNERS AT THEIR INDEPENDENCY LEVEL
FILIPINO ENGLISH
NR 1 2 3 4 5 6 NR 1 2 3 4 5 6

8 14 21 1 1 24 18 3
13 17 15 9 19 16 1
8 14 34 18 16 0 0 24 27 22 16 1 0 0

1 2 7 20 2 5 17 8 2
1 11 6 12 5 4 8 4 9
11 18 1 15 12 3
11 19 4 18 26 14 0 15 22 24 16 6 9 0

5 20 5 5 15 10
8 10 12 2 5 10 7 3 3
3 18 5 1 10 17
3 18 10 20 13 11 12 10 24 20 20 7 3 3

22 51 48 56 55 25 12 49 73 66 52 14 12 3
o Qualitative Analysis of Pupil Behavior while Reading
Does word-by-word reading
Lacks expression; reads in a monotonous tone
Behavior
Voice is hardly audible
while Disregards punctuation

Reading Points to each word with his/her finger

Employs little or no method of analysis
Other observations
Learner’s Reading Profile per Passage
Reading Reading Profile per
Word Reading
Comprehension Passage
Independent Independent Independent
Independent Instructional Instructional
Instructional Independent Instructional
Instructional Frustration Frustration
Frustration Instructional Frustration
Frustration Frustration Frustration
Stage 3 Provision of Specialized Instruction/Reading
Intervention
Once all the data describing the child’s reading
performance has been gathered, the teacher may use this
information to design an intervention program (i.e.
remedial reading program) or adjust classroom
instruction. (see Appendix H for a full discussion of the
Handbook on Suggested Intervention) which can be
small group or individualized instruction in reading.
Stage 3 Provision of Specialized Instruction/Reading
Intervention

Analysis of reading difficulties and planning for

intervention
Reading Difficulty: Very poor word recognition

How does s/he try to decode a word?

How many miscues were recorded?
What type of miscues were made?

What kind of intervention should be done?

Examples of Intervention

• Phonological awareness
• Alphabet Knowledge
-identifying each letter of the alphabet
-sounding each letter (in MT or Filipino) or
each consonant (in English)
• Blending the letters to form words
• Explicit instruction on word recognition
Examples of Intervention
Examples of Intervention
 Reading Difficulty: Very poor fluency

• Can read each word but does word-by-word reading

• Lacks expression in reading

• Disregards punctuation marks

 Reading Difficulty: Very poor fluency

• Can read each word but does word-by-word reading

• Lacks expression in reading

• Disregards punctuation marks

 Reading Difficulty: Very poor fluency

If a pupil does word-by word reading, does s/he

understand what is being read?

What kind of intervention should be done?

Example of Intervention

• Explicit instruction on word recognition

• Phrase/sentence reading
• Regular oral reading activity
• One-minute reading
Example of Intervention
Conduct Phrase reading (phrases in the story containing
words difficult to decode) prior to reading a selection

Pre-Reading Activities:
a. Phrase Reading
b. Unlocking of Difficult Words
c. Motivation
d. Motive Questions
Example of Intervention

Conduct regular oral reading activity. Take note of the

miscues and drill then on these.

Conduct differentiated instruction.

Example of Intervention

• Explicit instruction on word recognition

• Phrase/sentence reading
• Regular oral reading activity
• One-minute reading
Reading Difficulty: Very Poor Comprehension

• Very poor word recognition (PWR)

• Word –by-word reading (F)
• Does not understand most of the words
(V)
• “Can read the whole passage but can’t
understand what is being read.” (C)
Development of Reading Comprehension
Reading
Comprehension

Fluency
Vocabulary
Word recognition
development

Listening
comprehension
Examples of Intervention

• Development of listening comprehension

• Intensive instruction on word recognition
• Vocabulary development
• Regular oral reading activity followed by
exercises on comprehension
• Explicit instruction of comprehension skills
 Planning for Intervention

1. Differentiated activities within a reading class.

2. Scheduling a special session outside the regular class:
a. small group among students of
similar needs
b. individual student
Stage 4 Administration of the Phil-IRI Graded Passages (Posttest)
After receiving specialized instruction, the students will be re-
assessed using the Phil-IRI Posttest Forms. The Phil-IRI Posttests
have a total of 4 parallel sets (SETS A-D) that the test
administrator can choose from. Using these graded passages, the
test administrator must again identify the student’s independent,
instructional and frustration levels. The posttest results may be
compared with the pre-test results.
• Is there an improvement in his/her word
recognition skills?
• Can s/he now read with accuracy, automaticity
and proper expression?
• Can s/he now understand the passage that s/he
reads?
 Analyze the Post Test Results

Is there reading progress?

What reading difficulties were addressed?; what reading

difficulties still persist?

What other interventions should be done?

Thank you very much!