Guidelines on the

Administration of the
Phil-IRI Filipino 3 to 6 &
English 4 to 6
Andrea A. Ramos, EdD I District In-Charge, Cabatuan West District
Priming Activity
Challenge: Unlock and embrace

What do you think is your greatest challenge as a

district reading coordinator?
TERMINAL OBJECTIVE:
• Follow and apply the appropriate
processes in the conduct of reading
assessment to support achievement
in reading among learners.
ENABLING OBJECTIVES:
• Review the concepts, importance and
guidelines in conducting reading
assessment
• Understand and follow the process flow of
conducting the Phil-IRI test.
• Show appreciation on the proper conduct of
reading assessments.
Outline of Presentation

1. Purpose of reading assessment

2. Essential information about the Phil-IRI
3. Stages/Process flow in the administration of
the Phil-IRI
4.Concerns and Issues in the administration
and validation process
READING
ASSESSMENT
Purpose of Reading Assessment
▪ Monitoring
▪ Profiling
▪ Designing Interventions
▪ Continuous development
ESSENTIAL INFO
ABOUT PHIL-IRI
What is the Phil-IRI?
• A tool for measuring and describing reading
performance
• An assessment tool composed of graded
passages designed to determine a pupil’s
reading level.
• Developed in support of the Every Child a
Reader Program(ECARP)
What can the Phil-IRI tell the teachers?

Generally, it helps the teacher in finding the

learner’s independent, instructional and
frustration levels so that they know what level
of reading materials the student can read and
understand well, and to what level of reading
materials the student is not ready for.
What are the flexible ways to use the
Phil-IRI?
1. Group Reading Level
2. Individual reading level
3. Monitor growth and response to
intervention
4. Describe reading behaviors
Who needs to take the Phil-IRI?
1. All pupils in Grades 3 to 6 will undergo the GST in
Filipino while pupils in Grades 4 to 6 will undergo
the GST in English.
2. Pupils identified to be performing below level of
expectation should undergo further assessment(
Individually administered Phil- IRI graded
passages)
How long does it take to administer the Phil-IRI?

The administration of GST for a whole class takes

approximately 30 minutes. The time it takes to
administer the graded passages would vary for each
pupil.
How do we get a copy of the Phil-IRI materials?

The Phil-IRI materials are uploaded in the LRMDS

portal of DepEd and can be downloaded. The
MOOE fund is used for the reproduction and
distribution of the materials to learners.
Who can administer the Phil-IRI?

All Filipino and English subject teachers for Grades 3 to 6

can administer the GST in their respective classes. ELLN
trained teachers can administer the Graded passages to
individual students who need further assessment.
When should the Phil-IRI be administered?
Reading Grade Level Schedule
Assessments BoSY MoSY EoSY
(Pretest) (Progress (Posttest)
Tracking)
Phil-IRI Filipino Grades 3-6
Sept. 4-29, January May 2-31,
Phil-IRI English Grades 4-6 2023 3-19, 2024 2023
STAGES IN THE
ADMINISTRATION OF PHIL-IRI
ASSESSMENT
 Stage 1
Screening ( Phil-IRI GST)
• First step in identifying learners who are at risk for delayed
development and in need further diagnosis of their reading
instruction
• Administered to Grades 3-6 pupils and done usually within
the first month of the SY
• Tells whether pupils are reading at, above, or below their
grade levels
SCREENING ( PHIL-IRI GST)
The GST has the following features:
1. Silently-administered test in both English and Filipino
2. There is screening test for each grade level
3. Each test includes 3-4 selections with 20 multiple
choice items
4. Cut-off raw score is 14.
5. Those who score 13 and below are referred for further
testing.
INTERPRETING THE RESULT OF GST

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

than the pupil’s grade level
▪ 8-13 points take the Phil-IRI test which is 2 levels lower
than the pupil’s grade level
▪ 14 or above NO NEED TO UNDERGO THE PHIL-IRI
test
VALIDATING THE GST RESULT
▪ Apart from the results of the screening test, it is
important to compare this information to other sources
of data.(e.g. teacher referral and written work)
▪ Ex. Pupil A registered a score of 15/20. When his
adviser was consulted regarding his performance, he
was identified to be one of the non-readers from her
class. The info may cause us to wonder how he scored
above the cut-off.
WORKING TOWARDS EVIDENCE-BASED REFERRALS

▪ Take a closer examination of his work:

▪ 1. His initial answers to the test did not follow the
multiple-choice format.
▪ 2.His erasures also show that he had changed his
answers from those he had originally written.
▪ 3. His score was above the cut-off which is
inconsistent with the referral made by his classroom
teacher.
WORKING TOWARDS EVIDENCE-BASED REFERRALS

Other kinds of information taken from the GST

1. Difficulty in filling in personal information(Grade
Section, Name of School)
2. Difficulty in writing personal information (age)
3. Difficulty writing the date
 STAGES IN THE ADMINISTRATION OF PHIL-IRI
STAGE 1

Initial Screening (Phil-IRI Group Screening Test)

If Raw Score is < 14: If Raw Score is > 14:

- Student undergoes further assessment - Student continues receiving classroom
instruction
- No need to undergo further testing
- No need for reading remediation

DISCONTINUE
STAGES IN THE ADMINISTRATION OF PHIL-IRI
STAGE 2

Administration of the Phil-IRI Graded

Passages
(Individual Administration)
(Oral Reading English/Filipino)

Administration of the Phil-IRI Listening

Pre-Test for English/Filipino

Administration of the Phil-IRI Pretest

(Silent Reading English/Filipino)
(Optional for Readers; Not to be Administered
for Non-Readers)
Stage 2 :The Phil-IRI Graded Passages (Pretest)
Diagnostic (Individualized Assessment)
• Provides in depth information regarding the learners
skills in a particular area of reading. It describes the
kind of material that the child is able to perform well in
and or has difficulty with.
• Administered to selected pupils as indicated by
screening.
• Used to record the student’s performance in oral
reading, silent reading and or listening comprehension
DIAGNOSTIC (INDIVIDUALIZED ASSESSMENT)

• Determine the pupil’s independent, instructional

and frustration levels for the following literacy
tasks:
❑ Oral Reading and comprehension
❑ Listening comprehension
❑ Silent Reading Comprehension
Assessing Oral Reading Performance
❑ The Oral Reading Test assesses a reader’s
1.Word recognition-Identify the pupil’s miscues in
oral reading and measured through a Reading
Miscue Inventory
2.Fluency/rate of reading measured by recording
the time spent in reading the selection by
recording the number of words that a student
reads per minute
Diagnostic (Individualized Assessment)

3. Comprehension: Find out how well a pupil

understands the passage read and it is
measured by answering 5 to 8 item
comprehension questions
Oral Reading Test
❑ Domains being assessed:

WORD RECOGNITION
While a pupil reads a selection, the teacher
holds the same copy and records miscues
committed:(deviation or difference between what a
reader says and the word in the page, Goodman,
1973)
Mispronunciation - the word is
pronounced incorrectly

playeed
Ex. The Children played in the yard

Underline the text and write the phonetic spelling above

it
Substitution– noted when a real
word(words) is substituted for the word in the
text.

money
Ex. The monkey looked at the boy

Underline the text and write the substituted

word above it
 Insertion– results when a word/words is
inserted in the passage.

lovely

Ex. The ^ flowers are in the vase

Use a caret to show where the word was

inserted and write the word above the caret
Repetition – occurs when a word
or phrase is repeated.

Ex. They found it in the box.

Underline the portion of the text that was

repeated
Omission – occurs when the reader omits a
word or phrase.

Ex. The huge box was ignored.

Encircle the word being omitted

transposition/reversal - occurs when the
order of a word or words in the text is
reversed or transposed.
dab
Ex. The bad person ran.

Write the word above the portion of the text

that was reversed
•SCORING THE MISCUES Count
as one error in every miscue

• A child’s word recognition skill may be

influenced by his phonological awareness
and alphabet skills.
no. of words – no. of miscues X 100
No. of words

Computing the percentage of the number of words

correctly read
2. FLUENCY

• Measures how many words a child reads correctly

in one minute. Words that are skipped or
pronounced incorrectly are not counted

• The number of correct words read is counted and

this total equals a pupil’s oral reading fluency rate.
 no. of words read X 60
reading time in seconds

Formula in computing the Speed Rate/ Fluency

3. COMPREHENSION

• Letting the learner read a passage

appropriate to his age or grade level and
asking questions about the text.

• Measures the learner’s understanding

on the meaning of a given text.
Formula in computing the Learner’s Comprehension

no. of correct answers X 100

no. of questions

No of correct answers : 4
Total No of questions : 7
4/7 =57% Comprehension skill
Determining the Reading Level
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
ORAL READING PROFILE
Word Reading Comprehension Oral Reading Level
Score ( in %) Score (in %)

97-100% 80-100% Independent

90-96% 59-79% Instructional
89% and below 58% and below Frustration
Independent Level “ I can read this on my
own”
Instructional Level “ I can read this with my
teacher’s help”

Frustration Level” This is difficult”

DIAGNOSTIC (INDIVIDUALIZED ASSESSMENT)

❑Listening Comprehension
❖ administered when the student is non-
reader.
❖ aims to find out how well a pupil understands
the selection read by the teacher.
Diagnostic (Individualized Assessment)

❑Silent Reading Comprehension

❖ Optional activity which may be administered
after the oral reading to further check the
pupil’s comprehension skill.
VALIDATING THE PHIL-IRI PRETEST
There is a need for the District Reading
Committee to validate the result of the Pretest.
• Purposes
-for authenticity, validity and reliability of the test
conducted
-for appropriate remediation and intervention
STAGES IN THE ADMINISTRATION OF PHIL-IRI
STAGE 3

Provision of Reading Intervention

Student is given individualized/small group instruction

STAGE 4

Administration of the Phil-IRI Posttest

(English/Filipino)
(ProgressReports to be submitted to the Principal)
Progress Monitoring

• Determines through frequent measurement if pupils

are making adequate progress or need more
intervention to achieve grade level reading outcomes

• Data gathered describing the pupil’s reading

performance are used to design intervention program
(i.e.remedial reading program or adjusted instruction)
 OUTCOMES (POST TEST)

• Provides a bottom-line evaluation of the effectiveness of the

reading program or reading interventions in reaction to
established performance levels.

• Administered at the end of the SY and can be administered

pre/post to assess overall growth.