Types of Miscues Number of Miscues

(Uri ng Mali) (Bilang ng Salitang Mali

ang Basa)
1 Mispronunciation (Maling Bigkas)
2 Omission (Pagkakaltas)
3 Substitution (Pagpapalit)
4 Insertion (Pagsisingit)
5 Repetition (Pag-uulit)
6 Transposition (Pagpapalit ng lugar)
7 Reversal (Paglilipat)
8 Self-Correction
Total Miscues (Kabuuan)
Number of Words in the Passage
Oral Reading Score
Reading Level
Comprehension Level

Oral Reading Profile

Oral Reading Level Word Reading Comprehension

Score (in %) Score (in %)
Independent 97-100% 80-100%
Instructional 90-96% 59-79%
Frustration 89% and below 58% and below

Comprehension Score

No. of Score in
items Comprehension %

8 100
7 88
6 75
8 5 63
4 50
3 38
2 25
1 13
SOUTH EAST ASIAN INSTITUTE OF
TECHNOLOGY, INC.
National Highway, Crossing Rubber, Tupi, South Cotabato

Informal Reading Inventory

(I.R.I.)

In Partial Fulfillment
Of the Requirements in English 318
(Language and Literature Assessment)

Submitted to:
Jenie Rose B. Millet

Submitted by:
Lyrinx E. Gluma
Ray Van L. Tamulon
Kris Keir P. Macado
Curriculum Vitae

Name: Lyrinx E. GLuma

Age: 19 yrs old
Birthday: November 29, 1999
Height: 5’5
Weight: 56 kls.
Mother: Helen E. Gluma
Occupation: Market Vendor
Father: Romy H. Gluma
Occupation: Electrician

Education Background

Elementary: Lugan Central Elementary School

Lugan 1, Poblacion, T’boli, South Cotabato

Secondary: T’boli National High School

Lugan 1, Poblacion, T’boli, South Cotabato

Tertiary: South East Asian Institute of Technology Inc.

National Highway, Crossing Rubber, Tupi, South Cotabato

Curriculum Vitae
Name: Ray Van L. Tamulon
Age:19 yrs old
Birthday: January 05, 2000
Height: 5’4
Weight: 55 kls.
Mother: Arlene L. Tamulon
Occupation: Teacher
Father: Dakok C. Tamulon Jr.
Occupation: Farmer

Education Background

Elementary: Blaan Elementary School

Blaan, Malungon, Sarangani Province.

Secondary: Malandag Institute Inc.

Malandag, Malongon, Sarangani Province

Tertiary: South East Asian Institute of Technology Inc.

National Highway, Crossing Rubber, Tupi, South Cotabato
Curriculum Vitae

Name: Kriskier P. Macado

Age: 19 yrs old
Birthday: March 22, 2000
Height: 5’6
Weight: 56 kls.
Mother: Melinda P. Macado
Occupation: Plain Housewife
Father: Romeo A. Macado
Occupation: Security Guard

Education Background

Elementary: Poblacion, Tupi Elementary School

Poblacion, Tupi, South Cotabato

Secondary: Tupi National High School

Poblacion, Tupi, South Cotabato

Tertiary: South East Asian Institute of Technology Inc.

National Highway, Crossing Rubber, Tupi, South Cotabato
 Informal Reading Inventory

(IRI)

Name: _______________________________ Date: __________

School: ___________________________________

Grade: _______________ Age: _____ Reading Rate: _________

Akbar once put a question to his court that left everyone puzzled. As they all
tried to figure out the answer, Birbal walked in and asked what the matter was.
They repeated the question to him. ‘How many crows are there in the city?’ Birbal
immediately smiled, went up to Akbar, and announced that the answer to his
questions was twenty-one thousand, five hundred and twenty-three. When asked
how he knew the answer, Birbal replied, ‘Ask your men to count the number of
crows. If there are more, then the crows’ relatives from outside the city are
visiting them. If there are fewer, then the crows are visiting their relatives
outside the city.’ Pleased with the answer, Akbar presented Birbal with a ruby and
pearl chain.

Counting Wise

Questions

Literal

1. What was the story is all about?

2. What they want to figure out?

Inferential

1. What did the Birbal immediately do?

2. What do you think is the answer of Birbal?
3. Who do you think is the one who walked and asked again the question?

Critical

1. What did Akbar give to Birbal?

 Informal Reading Inventory

(IRI)

Name: _______________________________ Date: __________

School: ___________________________________

Grade: _______________ Age: _____ Reading Rate: _________

The Golden Touch

This is the story of a very greedy rich man who chanced upon meeting a fairy. The
fairy’s hair was caught in a few tree branches. Realizing he had an opportunity to make
even more money, he asked for a wish in return for helping the fairy. He said, ’All that
I touch should turn to gold’, and his wish was granted by the grateful fairy.
The greedy man rushed home to tell his wife and daughter about his new book, all the
while touching stones and pebbles and converting them into gold. Once he got home, his
daughter rushed to greet him. As soon as he bent down to scoop her up in his arms, she
turned into a gold statue. He realized his folly and spent the rest of his days searching
for the fairy to take away his wish

Questions

Literal

1. What word of the story that describe the rich man?

2. What does the story is all about?

Inferential

1. What do you think is the reason why the rich help the fairy?
2. What does the rich man ask to the fairy after helping her?
3. After the greedy man help the fairy. What did greedy man wish?

Critical

1. What are the two things the greedy man touched and convert it to gold?
2. What do you think is the reason why the greedy man searches the fairy
again?
 Informal Reading Inventory

(IRI)

Name: _______________________________ Date: __________

School: ___________________________________

Grade: _______________ Age: _____ Reading Rate: _________

The Milkmaid and Her Pail

Patty the milkmaid had finished milking her cow, and had two full pails of fresh creamy
milk. She put both pails of milk on a stick and set off to the market, to sell them. Along
the way, she started to think of all the milk in her pails, and the money she would get for
them.
“Once I get the money, I’ll buy a chicken,” she thought. “The chicken will lay eggs and I
will get more chickens. They’ll all lay eggs, and I can sell them for more money. Then, I’ll
buy the house on the hill and be the envy of everyone in the village. They’ll ask me to sell
the chicken farm, but I’ll toss my head like ‘this’, and refuse”. So, saying, Patty, the
milkmaid tossed her head, and the pails of milk fell. The milk spilled onto the ground, and
all Patty could do was cry.

Questions

Literal

1. What is the name of the milkmaid?

2. How many pails of fresh creamy milk did the milkmaid had?

Inferential

1. Where did she put both pails of milk before setting it off to the market?
2. What do you think she will but?

Critical

1. What do you think is the reason why patty went to buy chicken?
2. What is the reaction Patty after the pails are spilled to the ground?
 Informal Reading Inventory

(IRI)

Name: _______________________________ Date: __________

School: ___________________________________

Grade: _______________ Age: _____ Reading Rate: _________

When Adversity Knocks

This is a story explaining how adversity is met differently by different people. Asha’s
father placed an egg, a potato, and some tea leaves in three separate vessels with
boiling water. He asked Asha to keep an eye on the vessels for ten minutes. Once these
ten minutes were over, he asked Asha to peel the potato, peel the egg and strain the
tea leaves. Asha was left puzzled. Her father explained, ‘Each of these items was put
in the same circumstance of boiling water. See how they’ve responded differently. The
potato is now soft, the egg is now hard, and the tea has changed the water itself. We
are all like one of these items. When adversity calls, we respond in exactly the way
they have. Now, are you a potato, an egg, or tea leaves?

Questions

Literal

1. Who are the characters in the story?

2. How many minutes did the father of Asha asked her to keep an eye to
vessel?

Inferential

1. What was the response of the potato after Asha placed them to the boiling
water?
2. The same circumstances. What was the response of the egg?

Critical

1. What does the story is all about?

2. What have you learned on the story “When Adversity Knocks”?
 Informal Reading Inventory

(IRI)

Name: _______________________________ Date: __________

School: ___________________________________

Grade: _______________ Age: _____ Reading Rate: _________

The Proud Rose

Once upon a time there was a rose who was very proud of her beautiful looks. Her
only disappointment was that she grew next to an ugly cactus. Every day, the rose
would insult the cactus on his looks while the cactus stayed quiet. All the other
plants in the garden tried to make the rose see sense, but she was too swayed by
her own beauty. One summer, the well present in the garden grew dry, and there
was no water for the plants. The rose began to wilt. She saw a sparrow dip her
beak into the cactus for some water. Though ashamed, she asked the cactus if
she too could have some water. The kind cactus readily agreed and they both got
through the tough summer as friends.

Questions

Literal

1. What is the tittle of the story?

2. When the summer comes, what happened to the garden?

Inferential

1. What do you think is the reason why the rose is disappointed?

Critical

1. What did the rose ask to the cactus?

 2. What word in the story the describes the looks of the rose?

Informal Reading Inventory

(IRI)

Name: _______________________________ Date: __________

School: ___________________________________

Grade: _______________ Age: _____ Reading Rate: _________

The Tale of the Pencil

Raj was upset because he had done poorly in his English test. His grandmother sat beside him,
and gave him a pencil. A puzzled Raj looked at his grandma and said he didn’t deserve a pencil
after his performance in the test. His grandma explained, ‘You can learn a great many things
from this pencil because it is just like you. It experiences a painful sharpening, just the way
you have experienced the pain of not doing well on your test. However, it will help you be a
better student. Just as all the good that comes from the pencil is from within itself, you will
also find the strength to overcome this hurdle. And finally, just as this pencil will make its
mark on any surface, you too shall leave your mark on anything you choose to’. Raj was
immediately consoled and promised himself that he would do better.

Questions

Literal

1. Who are the characters in the story?

2. What does the story is all about?

Inferential

1. What do you think is the reason why Raj feel upset?

Critical

1. What did Raj promise to himself?

 2. What did Raj’s grandma give to him?

Informal Reading Inventory

(IRI)

Name: _______________________________ Date: __________

School: ___________________________________

Grade: _______________ Age: _____ Reading Rate: _________

The Crystal Ball

Nasir found a crystal ball behind a banyan tree in his garden. When the tree told him, it would
grant him a wish, he thought and thought, but could not come up with anything he wanted. So, he
kept the crystal ball in his bag and waited till he could decide on his wish. Days went by without
him making a wish but his best friend saw him looking at the crystal ball. He stole it from Nasir
and showed it to everyone in the village. They all asked for palaces and gold, but could not make
more than one wish. In the end, everyone was angry because no one could have everything they
wanted. They became very unhappy and decided to ask Nasir for help. Nasir wished that
everything would become as it once was, before the villagers had tried to satisfy their greed.
The palaces and gold vanished and the villagers grew happy and content once again.

Questions

Literal

1. What did Nasir find?

2. Where did he find the Crystal ball?

Inferential

1. What do you think that the tree told to Nasir?

2. Where did Nasir keep the Crystal ball?

Critical
 1. Who stole the Crystal ball from Nisar?

Informal Reading Inventory

(IRI)

Name: _______________________________ Date: __________

School: ___________________________________

Grade: _______________ Age: _____ Reading Rate: _________

Bundle of Sticks

Three neighbors were having trouble with their crops. All three fields had crops
that were wilting and infested with pests. Each day, they would try different
ideas to help their crops. The first one tried using a scarecrow, the second used
pesticides, and the third built a fence on his field, all to no avail. One day, the
village head came by and called all three farmers. He gave them each a stick and
asked them to break it. The farmers could break them easily. He then gave them
a bundle of three sticks, and again, asked them to break it. This time, the
farmers struggled to break the sticks. The village head said, ‘Together, you are
stronger than when you work alone’. The farmers pooled their resources and got
rid of the pests in their fields.

Questions

Literal

1. What does the story is all about?

2. How many neighbors were having trouble with their crops?

Inferential

1. What is the first thing they use?

2. What they build?

Critical

1. What did the village head trying to say to the farmer?

 2. What is the moral lesson of the story?

Informal Reading Inventory

(IRI)

Name: _______________________________ Date: __________

School: ___________________________________

Grade: _______________ Age: _____ Reading Rate: _________

A Glass of Milk

As Hari walked home after school one day, he suddenly felt faint with hunger
and knew his mother would not have any food ready for him at home. He grew
desperate and went from house to house asking for food. Finally, a girl gave him
a tall glass of milk. When he tried to pay her, she refused and sent him on his
way. Years later, the girl, now a grown woman, fell very sick and could not find
anyone who could cure her. Finally, she went to a large hospital with the city’s
greatest doctor. The doctor spent months treating the woman until she was
finally cured. The woman was happy but was also afraid she could not pay the
bill. When the hospital handed the bill to her, she opened it to read, “Paid in
full, with a glass of milk”.

Questions

Literal

1. Who is the character of the story?

2. What does the story is all about?

Inferential

1. Who do you think is the greatest doctor?

2. What did the girl give to him?

Critical

1. What did the woman feel after being cured?

2. What is the moral lesson of the story?
 Informal Reading Inventory

(IRI)

Name: _______________________________ Date: __________

School: ___________________________________

Grade: _______________ Age: _____ Reading Rate: _________

The Bear and Two Friends

Two best friends were walking a lonely and dangerous path through a jungle. As
the sun began to set, they grew afraid, but held on to each other. Suddenly,
they saw a bear in their path. One of the boys ran to the nearest tree and
climbed it within a jiffy. The other boy did not know how to climb trees by
himself, so he lay on the ground, pretending to be dead. The bear approached
the boy on the ground and sniffed around his head. After appearing to whisper
something in the boy’s ear, the bear went on its way. The boy on the tree
climbed down and asked his friend what the bear had whispered in his ear. He
replied, ‘Do not trust friends who do not care for you.’

Question

Literal

1. What word the describes the path in the jungle?

2. Who are the characters in the story?

Inferential

1. What do you think is the reason why the two boys run?
2. Where did the other one climbed?

Critical

1. What did the bear whisper in the ear of the boy?

Overview

In the main features of this Informal Reading Inventory (I.R.I). The summaries would
exclude identifying reading intervention techniques. Reading is a complex
developmental challenge that we know to intertwined with many other developmental
accomplishments. Reading interventions are activities and strategies that helps
struggling readers to develop their ability to read.

Struggling readers can be students who are not able to decode, or break up words into
syllables. Through decoding, students sound out unfamiliar words they encounter while
reading. On the other hand, you may have a reader who can decode but cannot
comprehend what they are reading. It’s also possible to have a reader who can
comprehend and decode, but who’s oral reading is poor. The reader may orally read
very slowly, mispronounce many of the words. Or read in monotone without expression.
This type of readers has problems with fluency.

In all cases, the use of reading intervention programs, strategies and activities will help
us to get our students on track. Corrective reading is usually used for older struggling
readers who have not developed good reading skills. By time they reach middle grades.
Many teachers like this program because it’s scripted. It tells them what to say and
when to say it. For example, you would tell your students to point to a word. You would
say the word and ask your students to repeat it. The program includes instructions in
word recognition (decoding), oral reading (fluency) and reading comprehension.
Insights/summary on the observation

This reading inventory highlights programs, strategies and activities that can be used for
the students with reading difficulties. So base from our observation, reading is not only a
cognitive psycholinguistic activity but also a social activity.

Being a good reader in English means that the child has gained a functional knowledge
of the principles of the English alphabet writing system. Young children gain functional
knowledge of the parts, product and the uses of writing system from their ability to
attend to and analyze the external sound structures of the spoken words.
Understanding the basic alphabet principle requires awareness that spoken language
can be analyzed into strings of separate words and words intern, into sequence of
syllables and phonemes within syllables.

Beyond knowledge about how inventory works, there is a point in a child’s growth when
we expect “real reading” to start. Children are expected without help to read some
unfamiliar text, relying on the print and drawing meaning from it. There are many
reasons why children have difficulties in learning to read. Those issues and problems
led to initiations of this study.
documentation