Assessing Learners’

Reading Profile
LESSON 19
Presented by:
Ma. Ciarydol Grace E. Sodusta

Presented to:
Sir Jory B. Getida, Jr.
BEED 2-A Class
 Learning Targets
At the end of this lesson, you are expected to:
• describe the nature and goals of the Phil-IRI
assessment tool;
• determine the process of administering the
reading inventory; and
• interpret the results of the reading inventory.
 INTRODUCTION
In order to help learners become proficient readers, it is
important to use reliable and valid information. One
common method used in basic education to assess the
reading abilities of learners is through an informal reading
inventory. This is a standardized tool that is administered
individually to each learner. As an informal assessment, it
is user-friendly and comes with provided processes and
materials.
 Additionally, learners are not aware that they are being
tested. The results are immediately available to the teacher.
The informal inventory helps identify the learners' strengths
and areas for improvement, including their word recognition
skills, ability to derive meaning, reading strategies, and
comprehension of written text. Usually, a pretest is conducted
to assess the learners' current reading abilities.
 Based on this initial data, the teacher can create a tailored
reading instruction plan to address the learners' specific
needs and concerns. If learners struggle with a particular
reading passage, they are given a less challenging one and
provided with support to overcome their weaknesses. The
post-test reveals the progress made by learners in their
reading skills and also assesses the effectiveness of the
teacher's interventions.
 THINK!
A significant component of the Enhanced Basic
Education Program is the "Every Child A Reader program," a
national educational thrust to make every child a reader. Designed
to prepare elementary learners become independent readers and
writers, interventions equip them to develop strategic reading and
writing skills. Complementing this program is the use of the
standardized Philippine Informal Reading Inventory (Phil- IRI), a
diagnostic classroom-based assessment tool of graded passages
in each grade level to determine and qualify the learners'
performance in oral reading, silent reading, and listening
comprehension in both English and Filipino languages (DepEd,
2018). Using a predetermined set of criteria that includes reading
speed and percentage of correct answers to comprehension
questions, it identifies the reading levels of the pupils, categorized
into independent, instructional, and frustration levels. Based on
the information, teachers can plan, design, or redesign their
reading instruction to make them improve their reading, to move
to a higher reading level.
The Phil-IRI Manual (DepEd, 2018) provides the processes in
conducting the reading inventory. To assess reader’s
performance, the teacher must consider the following:
1.Brief the learner, create a friendly relationship, and conduct the test: Oral
Reading Comprehension, Listening Comprehension, or Silent-Reading
Comprehension
Follow these steps:
a. Ask about their interest and prior knowledge on the topic.
b. Have the learner read or listen to the passage.
c. The learner answers multiple-choice questions in the booklet after
reading, marking "I don't know" if unsure. If they reread and answer
correctly, a point is recorded with a note.
2. Analysis of the Results
a. Quantitative Analysis
To quantitatively assess the learner's reading performance, we
add up the observed miscues, track the time spent reading, and
score the comprehension questions. The combined results of word
recognition and comprehension determine the learner's reading
profile for each passage.
1. Computation of Oral Reading score per Selection
When the learner deviates from the passage, a miscue occurs.
A meaningful miscue preserves the sentence's original meaning, like
using "run" instead of "ran". If the miscue changes the meaning, it is
a significant miscue, such as saying "The cats moved noisily" instead
of "The cat mewed noisily" (Johnson, 2016).
Regardless of the impact on the passage's meaning, miscues are
treated equally. The oral reading score is calculated by counting the
miscues and applying the formula:
Oral Reading Score:
Number of Words - Number of Miscues x100
Number of Words
Example: Marc Jayden's Oral Reading Performance for the Grade 5
selection "Pedrito's Snack".
Number of Words in the Passage: 144
Number of Miscues: 13.
144-13 x100 = 131 x100 = .909 (100) = 90.9
144 144
Interpretation: Marc Jayden's rating in Oral Reading is 90.9%.
 2. Computation of Speed and Rate in Oral Reading
The reading rate is determined by the ratio of the number of
words read in a passage to the time taken to finish reading it. This
measure requires information on the time spent reading from the
beginning to the end of the passage, as well as the total number of
words in the passage. The reading rate is influenced by the learner's
fluency, including their speed, smoothness, and ease of oral reading. An
important aspect of fluency is prosody, which involves the learner's
expressiveness in terms of intonation, rhythm, and emphasis when
reading aloud. Research studies (Wayman et al., 2007; Reschly et al.,
2009) have confirmed that oral reading proficiency significantly impacts
learners' reading comprehension, making it an effective determinant.
Example: Marc Jayden has read the passage "Pedrito's Snack," a 144-
word passage in 92 seconds.

Reading Speed:
Number of Words Read x100
Number of Seconds Spent to Read
144 x60 = 1.56 (60) = 93.9
92
Interpretation: Marc Jayden's reading rate is 93.9 words per minute.
 3. Computation of the Learner’s Comprehension of the Passage

Comprehension level is the proportion of items correctly answered

by the learner against the total number of items in the passage read.
Data needed in this indicator are the number of items correctly
answered by the learner against the total number of test items. As soon
as the learner has read the passage, the teacher reads the
comprehension questions and record the scores.
Example: Marc Jayden answered 6 out of the 7 comprehension
questions asked after reading “Pedrito’s Snack”.

Comprehension Performance:
Number of Correct Answers x100
Number of Test Items
6 x100 = .857 (100) = 85.7
7
Interpretation: Marc Jayden's comprehension is 85.7%.
4. Overall Interpretation of the word Reading and Comprehension Level

The reading level of a learner is his/her ability to read and

comprehend a graded reading passage. Adapting the criteria used by
Johnson, Kress, and Pikulski (1987), the Phil-IRI uses the following
predetermined indices in determining the reading level of the learner in
each passage read, namely: percentage of word recognition accuracy
and the percentage of correct answers to the comprehension questions.
The matrix guides the teacher in analyzing the performance of a learner.
Using Marc Jayden’s performance indicators, his reading profile is:
• Word Reading Score: 13 miscues = 90.9%
• Instructional Comprehension Score: 6 out of 7 items = 85.7%
• Independent Reading Rate: 93.9 words per minute
 The learner’s reading profile is the summary of one’s
reading level in consideration of the word reading and
comprehension scores for the passage read. The matrix below
guides in assessing the reading profile per passage of a learner.
 A learner is at the Independent Level if he/she reaches 90%
or greater comprehension levels when reading alone. It implies
that the learner relies on his/her own and requires no assistance
or help to read and comprehend the selection. A learner at the
Instructional Level, his/her level of understanding in both
comprehension and word recognition is possible with the help
provided by the teacher or other learners. On the other hand, a
learner at the Frustration Level is one who manifests observed
signs of frustration, indicating that the reading material is too
difficult for him/her to read and comprehend.
b. Qualitative Analysis

When assessing the qualitative aspects of a learner's

reading behavior, the teacher follows a checklist to observe them
while reading aloud. The checklist includes items such as
mispronunciation, omission, substitution, insertion, repetition,
transposition, reversal, and self-correction. When a miscue is
identified, the teacher underlines the word and writes the
substituted or reversed form above it. Each miscue is treated
individually, and the total number of miscues is recorded.
 To help the teacher plan a reading intervention, they examine
the commonly made miscues and determine if these significantly
impact the meaning of the passage. The teacher also observes
the learner's reading behavior, noting if they read word by word,
lack expression, read in a monotonous tone, have a barely
audible voice, disregard punctuation, point to each word with their
finger, employ little or no analysis method, and other relevant
factors.
Thank
You