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DIVISION INDIVIDUAL READING INVENTORY

(Div – IRI)

Overview

The DIVISION INDIVIDUAL READING INVENTORY (Div-IRI) is an


initiative of the Division Office of Davao del Sur. This is anchored on the
flagship program of the Department of Education’s “Every Child A Reader
Program.” This is primarily an assessment tool which aims to evaluate the
reading proficiency level of individual pupils in the elementary level.

The Div-IRI assessment tool focuses on evaluation of specific pupils’


reading ability; measure the pupils’ comprehension level vis-a-vis fluency
within the context of oral assessment. However, just like any other Reading
Inventory tools, the Div-IRI Oral Test provides only an approximation of the
pupil’s ability in word recognition and comprehension within his/her grade
level. With the individual reading profile gathered, the teacher may craft
appropriate intervention that is suited for each pupil.

The complete set of Div-IRI consists of assessment tools in Mother


Tongue, Filipino and English. The Div-IRI comes with a manual of
administration, which includes the forms that the teachers need for
recording purposes. The forms provide the necessary information about
the individual pupil reading profile, class reading profile and the school
reading profile.

Mechanics of Administration

The Div-IRI manual includes the instructions which serve as guide for
teachers, and school heads in administering the oral reading test as well
as in recording results. The procedure is the same for Mother Tongue,
English and Filipino.

The district supervisors and school heads are advised to monitor the
teachers during the administration of the Div-IRI Oral Reading Test inorder
to come up with authentic results.

The Div-IRI Oral Reading and Comprehension Test consist of the


following forms:

Div-IRI Form 1: Grade Level Passage Rating Sheet - The rating sheet
contains the reading text to be read by individual pupil. The
teacher indicates his/her marks in every word misread by the pupil
and sums it up in the total number of reading miscues. On other
hand, the pupil’s response to the comprehension questions should

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immediately be recorded in the space provided on the sheet
itself. The teacher must see to it that each individual pupil is
provided with this form.

Div-IRI Form 2: Individual Summary Record - This is where the


teacher summarizes the performance of each pupil. The teacher
transfers the marks of the pupil from the Div-IRI Form 1 to DivIRI
Form 2.

Div-IRI Form 3: Class Reading Profile – The teacher fills this up with
the data from pupils’ Div-IRI Forms 1 and 2.

Div-IRI Form 4: Class Consolidated Reading Profile –The teacher


summarizes the data from Div-IRI Form 3 and submit this to the
school head. The data will be the basis for Teacher’s Classroom
Reading Intervention.

Div-IRI Form 5: School Consolidated Reading Profile –The school


head summarizes the data from Div-IRI Form 4. The data will be the
basis for school head’s School Reading Intervention Program.

Important Information for School Heads

All schools should administer the Div-IRI Oral Reading Test in Mother
Tongue and Filipino for Grades 1 and II; Mother Tongue, Filipino and
English in Grade III; Filipino and English in Grade IV, V and VI. The school
heads shall reproduce and distribute the tools to all teachers using the
downloaded funds alloted for each school.

The School heads must ensure that all the necessary tests materials
and forms are reproduced according to the number of pupils taking
the test. Result of this reading inventory should not be compared with
other classes or other schools. The main objective of this assessment is
to find out the reading capability of individual pupils which will be the
basis for appropriate remediation, hence, school heads should utilize
the diagnostic result in planning appropriate school reading
interventions.

Schedule of Administration of the Div-IRI

The Div-IRI Oral Reading Test shall be conducted in any of these


dates from July 28-31, 2014 to all Grades III-VI pupils in the entire
division. Div IRI Form 4 and Form 5 shall be submitted to the district
office on August 4, 2014. Photocopies of Div IRI Form 4 and Form 5 shall
be submitted in bunch per district for submission in the division office on
August 8, 2014.

For Grade I and II levels, the Div-IRI Oral Reading Test shall be
conducted on October 6-10, 2014. Div IRI Form 4 and Form 5 shall be

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submitted to the district office on October 15, 2014 and due for
submission in the division office on October 17, 2014.

The pretest results will be utilized by the Division Office as basis in


crafting supplementary reading materials that may be appropriate for
every type of learners. There will NEVER be comparisons among
classes, schools or districts.

The posttest shall be administered on February 16-20, 2015 to


Grades I-VI pupils. Results shall be submitted to the district office on
February 25, 2015 and due for submission in the division office on
February 27, 2015. The results will reveal the progress achieved by the
pupils during the school year.

Steps in Conducting the Div-IRI

1. Foremost, teachers must take time to familiarize the different forms


and secure copies from the Office of the School Head utilizing the
following:

Div IRI Graded Passage (One per class, to be mounted in a piece of


cardboard)
Div-IRI Form 1- Grade Level Passage Rating Sheet
Div-IRI Form 2 - Individual Summary Record
Div-IRI Form 3 - Class Reading Profile
Div-IRI Form 4 – Class Consolidated Reading Profile

2. For ease of administration, the teacher must see to it that the pupil is
comfortable and the room is well lighted, well-ventilated and free
from noise and distractions.

3. The teacher reads the PROMPT. The prompt is essential to stimulate


the pupil’s interest and encourage the pupil to read the passage.

4. As the pupil reads, the teacher marks all errors on the pupil’s
individual Div-IRI Form 1- Grade Level Passage Rating Sheet. The
teacher is guided in marking this sheet thru the Teacher’s Guide in
Marking the Graded Passage provided in this manual.

5. If the pupil cannot decode/read, indicate in the individual


summary record that the pupil is a Non-Reader (NR). Should there
be a case like this, the Teacher reads the passage to him/her
before asking the accompanying questions. This will establish the
capacity level of the pupil to understand the passage read to
him/her.

6. The Div-IRI should be strictly implemented in all schools


as scheduled. Since this is a diagnostic test, honest results
should be obtained in order to give assistance to pupils
who are non readers.

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TEACHER’S GUIDE IN MARKING THE GRADED PASSAGES
Miscue Marking Comment

Mispronunciation The pupil attempts to pronounce the


(Maling Bigkas) word but produces a nonsense word,
Sayop nga rather than a real one.
paglitok

Substitution The pupil substitutes a real word that


(Pagpapalit) is incorrect.
Pag-ilis
Refusal to
pronounce The pupil neither pronounces the
(Pagtangging word nor attempts to do so. The
Bumasa) teacher pronounces the word so
Nibalibad sa that testing can continue.
paglitok sa
pulong

Insertion The pupil inserts a word or a series of


(Pagsisingit) words that does not appear in the
Pagsal-ot text.

Omission The pupil omits a word or a


(Pagkakaltas) continuous sequence of words in the
Wala na-apil text but continues to read.
pagbasa

Repetition The pupil repeats one or more words


(Pag-uulit) that have been read. Groups of
Pag-usab-usab adjacent words that are repeated
count as one repetition.
Reversal
(Pagbabaligtad The pupil reverses the order of words
ng ayos ng mga or letters.
salita)
Bali pagkabasa

Source: PHIL-IRI Material

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Div- IRI COMPUTATION GUIDE

A. WORDS CORRECTLY READ:

To Compute % of Words Correctly Read:

(WCR): ____No. of major Miscue (M)_______


x 100 = % of M
Total No. of words in the passage (TNW)

100% - % of M = % of Words Correctly Read

Example: (to compute for Juan De La Cruz)

(M) (No. of major Miscue) __2__ x 100 = 3%


(Total No. of Words) 64

% correct = 100% - 3% M

97 % Words Correctly Read

B. COMPREHENSION CHECK:
To Compute % of Correct Responses:

(CR) No. of Correct Response (CR) X 100 = % Correct


Total No. of Questions (TNQ) Responses

Example: (to compute for Juan De La Cruz – Grade 3)

CR = __4__ X 100 = 80% Correct Response


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C. READING PROFICIENCY LEVEL:


To Compute % of Reading Proficiency Level:

(RPL) % Correct Response (CR) + % Words Correctly


Read
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Example: (to compute for Juan De La Cruz – Grade 3)
RPL 80 % CR + 97 % WRC = __177__
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RPL = 89 . . . . . . . . . . Numerical Rating
Proficient . . . Descriptive Rating
READING PROFICIENCY LEVEL Numerical Range
Advance 90 and above
Proficient 85 - 89
Approaching Proficiency 80 - 84
Developing 75 - 79
Beginning 74 - below

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Div IRI FORM 2: INDIVIDUAL SUMMARY RECORD
Name: _________________________________Grade/Section: _______

School: _______________________________

Teacher: _______________________________________________

ORAL READING RECORD

Types of Miscues
No. of Miscues
(Uri ng Mali)
Klase sa sayop
MOTHER TONGUE FILIPINO ENGLISH
Mispronunciation
(Maling Bigkas)
Sayop nga paglitok sa
pulong
Substitution
(Pagpapalit)
Pag-ilis
Insertion
(Pagsisingit)
Pagsal-ot
Omission
(Pagkakaltas)
wala na-apil pagbasa
Reversal
(Paglilipat)
nabali sa pagbasa
Repetition
(Pag-uulit)
Pag-usab-usab
Refusal to Pronounce
(Pagtangging Bumasa)
Nibalibad sa pagbasa
Total (Kabuuan)
% Miscue

100% - %LEVEL
READING Miscue

Comprehension Level

MEDIUM Comprehension Questions No. of Correct % of Correct


(Mga Tanong) Response Response
Q1 Q2 Q3 Q4 Q5 Q6 Q7
Mother
Tongue
Filipino
English

READING PROFICIENCY Numerical Range Pupil Record


LEVEL MT F E
Advance 90 and above
Proficient 85 - 89
Approaching Proficiency 80 - 84
Developing 75 - 79
Beginning 74 - below

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