Teaching English in the Elementary

Grades Through Literature

https://www.philstar.com/other-sections/campus/2018/07/06/1831407/rap-ust-host-international-reading-conference

Chapter 5:
Assessing Learners’ Understanding of
Literature

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Chapter 5

Assessing Learners’ Understanding of Literature

Introduction

One significant role of the language teacher is literacy assessment through literature.
Assessing it entails the need for teachers to gather information to make relevant decisions as
regards the quality of reading instruction as well as the acquisition of the language learners
of the desired reading and text comprehension skills. Recognizing that reading and text
comprehension assessment is critical to make wise decisions. The language teacher should be
aware of the essentials and guidelines in the development of varied literature-based tests. A
variety of literature-based tests is used because a particular reading and text comprehension
skill requires a certain test type to measure it. Thus, language and literature teachers need to
master how to develop these assessment tools.

Objectives

a. explain the importance of assessment as an integral component of reading

instruction;
b. adapt appropriate tests to measure reading and text comprehension skills and sub
skills; and
c. construct test items to asses reading and test comprehension skills and sub-skill

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Lesson 1

Qualities of a Good Reading and Text

Comprehension Test

Learning Tragets
At the end of this lesson, you are expected to:
a. explain the interrelationship of test, measurement, and evaluation;
b. differentiate the purposes and qualities of a good reading and test comprehension
test; and
c. identify measures to ensure the quality of a good reading and test comprehension
text.

Introduction

In designing a reading and text comprehension test, the reading teacher needs to
have a thorough understanding of the teaching act. There must be a congruency and
consistency of the reading lesson objectives, the teaching-learning activities, and the reading
assessment tasks. In terms of assessment, the reading teacher must understand the qualities
of a good assessment tool or test so that he/she could prepare a well-thought-out instrument.
Assured of the quality of a good assessment tool, the reading teacher could confidently use
the information derived for their decisions in planning lessons. If the test is poorly crafted,
no matter how high the scores of learners are, there would be no good use of the
information.

Lesson Proper

To undertake an effective assessment of reading and text comprehension skills, the

distinguishing features of test, measurement, evaluation, and assessment must be clearly
understood. A test is an instrument containing items or tasks intended to measure the
achievement (knowledge, skill, or performance) of learners as they learn reading. When a
teacher asks learners to answer a 10-item reading comprehension test after a reading task, the
extent of understanding the selection is tested.

As the teacher determines the number of items correctly answered by each learner,
information is collected as to how much (score) a learner has understood the reading
selection. This process is measurement. The reading test was the instrument used by the
teacher to measure reading comprehension. When the teacher makes a decision that a
particular learner’s score depicts an instructional level of performance, evaluation is done. It
is the process of interpreting the information collected useful in making decisions about
learner’s performance. Thus, there is a need to use written tests, actual performance,
observations, and other measures. In this systematic process, the language teacher is engaged
to assessment.

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Purposes of reading and text comprehension tests

Like other language tests, testing reading and text comprehension skills have many
purposes (Harris, 1969; Hakuta & Beatty, 2000). The purpose of the test identifies its
specific type. Among them are:

1. To measure the extent of the learner’s achievement of the instructional objectives. It

indicates how successful they are in meeting the criterion of acceptable performance.
This kind of test is a summative test, usually given at the end of a chapter or a unit.
2. To diagnose the learner’s strengths and weaknesses. Test results indicate where learner’s
excelled and where they still need assistance to master the desired competencies. Such a
goal is the intent of a diagnostic test.
3. To monitor learner’s progress in learning. Results of short tests given the learners as they
are engaged in the process of learning a lesson provide feedback to the teacher whether
or not learners are developing the desired skill. This kind of test is called a formative test.
4. To measure aptitude for learning. Results of a test foretell what learners can do in the
succeeding tasks to learn. A test with this intent is called aptitude test.
5. To evaluate the effectiveness of teaching. Summative test results provide empirical
evidence on the success of the teaching in developing reading and text comprehension
skills, based on the standards set at the beginning of instruction.
6. To classify or place learners in appropriate reading classes. Test results determine who
among the learners are the frustration, instructional, and independent levels, as
exemplified by the goals of the Philippine Informal Reading Inventory (Phil-IRI).
Knowing these levels of achievement helps teachers in the provision of appropriate
instructional intervention. A test with this goal is known as a placement test.
7. To determine readiness for instructional processes. Placement test results can identify
learners who are ready or possess the entry prerequisite skills to succeed in learning the
new lesson.

Qualities of a good test. O ascertain that test results are of educational value to reading
teachers, they must possess certain qualities. Test experts (Bachman, 1990; Bachman &
Palmer, 1996; Fulcher & Davidson, 2006) cite the major priciples or characteristics of
good tests, namely:

1. Validity- the ability of the test to measure what is intends to assess. Interference
made from the results are appropriate, meaningful, and useful (Gronlund, 1998). To
ensure a valid test, it must have content validity, (test items are based on the
objectives and content of the lesson/s. It must possess face validity (how the test
“looks” to the reading teachers and experts). Another index is concurrent validity (the
ability to correlate significantly test scores of the learners to their scores in another
test which was taken with the same period). When the test scores provides a strong
correlation with the scores of the learners in future testing in the same reading
subject, the test has predictive validity.
2. Reliability- the ability of the test to provide consistent or stable information. It is
usually dependent on developing items that thoroughly cover the essential
competencies and topics discussed in class. Constructing more test items usually
results in a higher level of test reliability. If a reading test is retested to the same
group of learners and the correlation yields a significant coefficient, the method to
establish reliability is test-retest. If an equivalent form of a reading test (that is, Form
A and Form B) is used to the same group of learners, and the two sets of scores are
significantly correlated, the method used is called parallel-form or equivalent-form
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 technique. When the test scores are divided into odd-numbered item scores and even-
numbered item scores, then the two sets of scores are tested for correlation index, the
method used is split-half.
3. Practicality- the case of constructing the test, as well as the case of administering
and scoring it. Objective test are easier to construct and to score than the essay test. A
printed written reading and test comprehension test is easier to administer than an
oral test.

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Lesson 2

Developing Objective Test

Specific Objectives

At the end of this lesson, you are expected to:

a. determine the nature and characteristics of objective tests;
b. explain the rules in constructing objective tests; and
c. construct varied types of objective tests

Introduction

One common practice among elementary language teachers in assessing literacy

skills is the use of the objective type of tests in measuring learners’ reading and text
comprehension levels. An objective test is one that requires only one correct answer, and all
other answers are categorized as wrong based on objective criteria. It is free from the
subjective bias of the test constructor. As examinees answer the question, they select from
the set of possible alternative answers the best or correct answer using their objective
judgment of what was learned or mastered when the teacher taught the skill. When subjected
to the scrutiny of subject matter experts of the same discipline, they all agree that the keyed
answer is the best and correct answer. The popularity of objective tests as a mode of
measuring reading and text comprehension skills is attributed to its case in preparation,
administration, scoring and marking, and obtaining a fast quantifiable and concrete result.

Discussion

The dominance of objective tests is observed among reading and text comprehension
test of teachers. Some types measure only one learning competency at one time, while others
simultaneously assess different skills in the use of a reading passage. Commonly constructed
are True or False, multiple-choice test, fill-in-the-blank and matching type.

To effectively use the varied objective tests, certain considerations must be followed:

1. True or False/Yes or No

This test measures the ability of the reader to determine the truth or falsity of the
statement presented. The basis of answering is the correct interpretation of the facts
presented in a given passage. The reader is instructed to read the statement, determine
its correction or incorrectness, and choose the answer.

In constructing True or False items when using content-based reading selections,

the following suggestions need to be considered:

a. Sentence must be simple and declarative, using direct language.

b. Statements are absolutely true or false, no qualification needed.
c. Paraphrase the statement and do not lift direct statements from the selection.
d. Include enough background, context, and qualification when necessary.

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 According to the author….

e. Avoid using statements of commands or orders, as these are neither true nor false.

Brush your teeth three times a day….

f. Never use qualifiers, like always, sometimes, and never.

Sample Test Items:

Directions: Read the paragraph below and answer the questions that follow:

Marc Jayden noticed that his wallet is not in his pocket. He tried to search
for it in his school bag, under his chair, and around the classroom. He wondered
where he could have lost it. He decided to make a bulletin announcement so that
other children could help him locate the wallet.

If you are going to help him find the wallet, which of the following
information should be included in the announcement? Write YES before each
number if it could help, NO if it is not helpful.

_____ 1. It is dark brown.

_____ 2. It was a birthday gift.
_____ 3. It is made of leather.
_____ 4. It is imported.
_____ 5. It has ID inside.

Multiple-Choice Type

A multiple-choice test item asks the learner to recognize from a set of choices the best
or correct answer to a question. The question of introducing the item is called stem. The set
of choices that follow includes the distractors, plausible answers that draw away the
learners’ attention from the correct answer if they do not really know the answer, and the
keyed answer, the correct answer. This type of test is difficult to construct, but it is easier to
score, it is more reliable, and it reduces test anxiety among learners.

To be effective, the multiple choice test item construction should consider the following
suggestions:

a. Be specific with what is asked in the stem to make the learners anticipate the correct
answer after reading it. More information should be placed in the stem rather than in
the given choices.

Example: From the details provided by the author, what is the setting of the story?
(STEM)

A. beach Distractor
CHOICES .B. farm Keyed Answer
C.mountain Distractor
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 consonant) or AN (expected answer begins with a vowel).

Incorrect: The animal tortoise described in the story is a good example of an-

A. Reptile B. amphibian C. mammal

Correct: The animal tortoise described in the story is a good example of an/a-

c. Make the choices similar in length, tense, number, sentence structure, part of speech,
etc. to avoid giving irrelevant clues to the correct answer.

Incorrect: What did the boy expect from everyone he met?

A. Trust B. treat him with mercy C. Obedience

Correct: What did the boy expect from everyone he met?

A. Trust B. mercy C. Obedience

d. In constructing the stem, use more often a direct question and less of the incomplete sentence
type of stem.

Less Preferred: The floating house implies that-

Preferred: What does the floating house imply?

e. Word or phrases that are repeated in the options are better integrated into the stem to reduce
the reading load of the learners.

Incorrect: What do the floating houses imply?

A. Muslims are sea lovers

B. Muslims are pearl divers
C. Muslims are boat-dwellers
D. Muslims are good fishers

Correct: What do the floating houses imply? Muslims are-

A. sea lovers
B. pearl divers
C. boat-dwellers
D. good fishers

f. Arrange responses in a logical order.

 Number- highest to lowest or vice versa

 Date- earliest to the most recent or vice versa
 Proper nouns- alphabetical order

g. Give clear directions to guide the learners on what to do with the question and how to
answer.

Sample Directions: Read the items carefully to determine from the given choices the
correct or best answer to complete the statement or answer a question. Circle the letter of
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 your choice.

Fill-in-the-Blank

This type of test asks the learners to supply in the blank the correct answer based on
the context suggested by the statement. It is also suitable for assessing learners’ knowledge of
quick factual information. It has high reliability, is easier to construct, and limits guessing.
Test situations appropriate for a fill-in-the-blank type include giving the meaning of words,
antonym or synonym, and giving the details asked about the story.

Vocabulary Test: Ask learners what the word or phrase means as it is used in the
sentence.

Example: The opposite of SILENT is __________.

Supplying the Details of the Story: Ask learners about the title of the story, the author,
setting, main characters, and other major details of the story read.

Example: The author of the story is __________.

With the description given by the author, the setting of the story is __________.

The following suggestions are given to make this type of test more effective:

a. Put the blank at the end of the statement to orient the learner on the context.

Example: The sentence “This assignment is a piece of cake” means __________.

b. Make the situation specific for the learners to provide the correct answer.
c. In a set of fill-in-the-blank items, make the blanks of the same length to avoid giving
clue to the correct answer.

Matching Type

This type of test measures the learners’ ability to recognize relationships among
homogenous pairs. It enables the reading teacher to cover more content in one test. It is
excellent in checking knowledge of the learner, aside from being efficient and objective. It
has two columns: Column A presents the premises, while column B presents the choices. In
constructing matching type test items, the following are wise to consider:

a. Include in the directions the basis of the learners to match the items and how to
match, either to write the letter of their answers or to draw lines. If a response is used
more than once, the learners must also know.
b. Items in Column A are numbered consecutively while items in Column B are lettered
alphabetically.
c. Give more responses (about three more) in Column B than the premises (Column A).
If there are 10 items (1-10) as premises, the responses could be letters A to M.
d. Longer statements are placed on the premises to reduce reading time, and shorter once
are in the responses.

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e. Items to be matched should be homogenous. For example, characters-reading
selection where they are found; authors-titles of reading selection; figurative
expression-word meaning or classification, etc.

Sample Test Item:

Direction: Match the idiomatic expressions in Column A with their meanings in

Column B. Write the letter of your answer in the space provided before each test item.
Remember that items in Column B could be used more than once or never.

Column A Column B
1. Second to none A. Good luck
2. Cross your finger B. In trouble
3. Busy as a bee C. Favorite
4. In hot water D. The best
5. See eye to eye E. Moving slow
F. Agree
G. Working hard

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Lesson 3

Testing Vocabulary Knowledge__________________

Specific Objectives

At the end of this lesson, you are expected to:

a. describe the different types of vocabulary knowledge tests;
b. determine the appropriate use of a vocabulary knowledge test; and
c. construct varied types of vocabulary knowledge tests.

Assessment of vocabulary knowledge involves varied foci and intentions. Experts

(Madsen, 1983; Read, 2000; Hudgens, 2003; Nunan, 2015) mentioned that vocabulary
assessment determines the amount of words learners could understand what is either read or
heard. They do it even if they are not able to produce them (receptive vocabulary) or
ascertain the number of words that they can understand and use ( productive vocabulary). In
relation to these, vocabulary is also measured in terms of breadth (the quality for which the
learners may have some level of knowledge) and depth (the quality of words learners know
about dimensions of word learning). Others (Linse, 2005; Beck, 2007; Coyne et al., 2009;
Hoffman et al., 2014) are concerned whether or not these are discrete or embedded, and
context-dependent or context-independent. The following vocabulary tests address these
varied concerns:

1. Vocabulary Recognition Tests- These tests measure the receptive vocabulary and
the vocabulary breadth of the learners.
a. Picture Cues- Show a picture (for example, a dog) to the learners and ask them to
identify what it is. If they associate the picture correctly with the word, they
would answer dog. One variation is to present a group of three to four pictures
and ask a learner to pick out the image of a dog.
b. Finding the Odd One Out- The learners study a group of words, one of which is
much different and does NOT belong to the group. They either underline or
encircle the odd word.

Directions: Underline the odd word out

Pepper eggplant sweet potato ampalaya okra

c. Mother-Tongue Equivalents- The learners are asked to give or write the English
equivalent of words in their mother tongue.

Directions: 1give you a word in your mother tongue. Write its English equivalent.

Tuwa Makati ayat palangga malayo

d. Knowledge of Opposites- The learners are challenged to connect lines that show
words with opposite meaning.
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Directions: Study the word in the first column and find the words in the second column that
are their opposites in terms of meaning. Draw a line to connect the two words.

Strong Expensive
Slow Weak
Cheap Fast

e. Prefix-Word Combination- The learners are asked to combine the appropriate

prefix to be connected to a word to produce a new word.

Directions: Study the prefixes in Column A, then find the words in Column B. that could be
combined with them to produce new meaningful words.

Column A Column B
Over Polite
Mis do
Im place

f. Yes/No Questions- This test requires the learners to demonstrate appropriate

knowledge of the word. Two questions answerable by Yes or No are asked to the
learners. Both questions should be correctly answered.

Example: Do runners run on a track?

Do trains run on the same track?

2. Productive Tests- These types of tests assess the productive vocabulary and
vocabulary depth of the learners.

a. Word Associates_ This test measures the ability of the learner to produce words
that are suggested by the descriptions used as cues to the desired word.

Directions: Write the correct ending for the word in each of the following sentences.

A person who teaches learners in school is a teach____.

A child who is easy to teach is teach____.
A person who teaches is engaged in teach_____.

Another variation of this test is to give a stimulus word followed by a set of words.
The learners determine what words usually are associated with the stimulus word.

Directions: Find out from the group of words those that go with or are associated with the
given word. Circle these words.

SONG

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 Bank composer brand melody grammar
Cover sales singer pencil chorus

b. Collocations- This test measures the ability of the learners to identify words that
go together.

Word Bank- Learners are asked to list words that are related to the key or cue
word.

Directions: List all the words you know that are related to the word CAT.

Collocations Related to a Verb- The learners are tasked to identify nouns that are
related to the verbs in terms of subject and objects.

Directions: At the middle column are verbs. Write words that usually go with the verbs. Give
nouns as subjects in the left column and give nouns as a direct object in the right column.

Example: ___Farmers__ ___plants___ __vegetables__

____________ ___Treat____ ____________
____________ ____sell____ ____________

c. Sentence Completion- This test requires the learners to complete a sentence using
ideas and vocabulary that fit the context.

Direction: Supply appropriate information or detail to complete a meaningful

sentence.

I get excited when __________________________________________________.

When dogs bark they _______________________________________________.

d. Definitions- Learners are used tasked to define a term or concept. The more
details or attributes they could give about it, the richer is their vocabulary.

Directions: Give details or attributes of the term or concept to define it.

Cat is a __________________________________________________________.
Rice is a _________________________________________________________.

e. Cloze Test- It assesses the learner’s skill in understanding meaning through

written context and determining the world that has been deleted from a passage to
complete the whole. The richer the vocabulary of the learner, the more successful
he/she is in doing the task. To construct this type of test, teachers adhere to the
following guides:

a. Select a text that is interesting to the learners.

b. Keep the first and last sentence of the selection intact. No word deletion will
be made.
c. Determine what type of format to use. It could be any of the following.

Fixed ratio cloze- the deleted word to be restored comes every after a statistically
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 predetermined number, like removing every seventh word in fifth to the seventh word
in the text. The interval for lower elementary grades should be farther (every fifth to
the seventh word) and closer (every third or fourth word) for higher grade levels. The
farther the word deletion, the easier is the test. The words deleted could be either
content words of function words.

Directions: Some words in the passage have been purposely left out. Determine what
these words are and return them in the space provided to make the passage whole again.
To do this, first read the entire passage through. Then go back and fill the blanks with the
exact words or synonyms that have been removed.

The selection of food is an important problem for everyone. When food is

selected 1. _____ one person in the 2. _____ or whether the individual 3. _____ the
responsibility of choice 4. _____ the family table or 5. _____ outside sources, it is 6.
_____ problem that must be 7. _____ each day. Not only 8. _____ there pleasure and
physical 9. _____ accompanying the eating of 10. _____ food but food of 11. _____ right
kind and amount 12. _____ essential to the proper 13. _____ of the body. Hence, the
choice of food should be made with utmost care.

C test- It assesses global language proficiency, which requires learners to use context
to determine the missing half of the words. It employs the rule of two, that is, the
second half of every second word starting with the third sentence is deleted.

Directions: Supply the missing half of the words in the selection, as suggested by the
dashes. When you are done, read over the story and make sure the words make sense.
Keep in mind that sometimes the word you need appears in the story in a different place.
To earn a point, you must spell the word correctly.

An interesting story appeared in a recent magazine. It is one that illustrates a point

excellently. One da- a ma-, who ha- long be—known fo- his lazi----, walked do—the str--
-. He sa- an ol- woman an- told hi- usu--- stories ab--- the bat--- he fou---. But the-
woman conti---- her wo--- and re---- that sh- too, ha- been i-battle. Th- next t—the ol-
woman sa- him h- was in a str--- cleaner’s uni----. He wa- busy clea---- the str--- as sh-
was scrub---- agin th- stairs o- her hou--. The man- approached th0 ols wo--- and spo--.
Saluting th- old wo---, he sa--, “I a- also i- the bat---- of li--.”

f. Getting the Meaning of Words through Context Clues- Learners’ ability to use the
surrounding words as clues to meaning is also a test of productive vocabulary.

Directions: Give the meaning of the underlined word as it is used in the sentence.

Mother offered my elder brother to help in paying the hospital expenses of my nephew;
but he declined.

A. Accepted B. rejected C. welcomed D. rejected

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Lesson 4

Testing Reading Skills__________________________

Specific Objectives

At the end of this lesson, you are expected to:

a. describe the different types of reading and comprehension tests;
b. determine the appropriate use of reading test for a particular competency; and
c. construct varied types of reading and comprehension tests.

The assessment of reading at the elementary level begins with the reading readiness
up to text comprehension. Experts (Harris, 1969; Hughes, 2003; Harmer, 2007; Nunan,
2015) suggested the following guidelines in constructing reading tests:

READING READINESS TESTS- To prepare the learners from nonreaders to readers, they
are taught essential skills and are tested to lead them to succeed in reading. These tests
include:

a. Instant letter recognition- Test items involve the learners to recognize letter shapes, letter
names, the sequence of the letters in the alphabet, and identification of upper and lower case
manuscript letters.

Sample Test Items:

Put a check (✔) in the blank to all words that begin with letter A.

_____ ball _____ apple _____ cat _____ ant _____ Angel

Arrange the names alphabetically:

Dante Bert Chona Abby Edgar Greta Freida

b. Phonological/Phonemic awareness- It measures learners’ ability to recognize words as

composed of different sound components, including the understanding of phonemes
(smallest sound unit), syllables (part of a word), and rhyme (ending sound of words similar
to the end of another word). Test items also involve the learners in segmenting words,
syllables, phonemes, blending sounds to form words, recognizing ending sounds that rhyme,
and omitting syllables and sounds, and sound substitution and manipulation.

Test situations that measures phonological awareness include the following:

1. Tell me how many different sounds are there in the following words:
Cat dog bed get ten

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 2. Say Yes if the two words I say have the same sound at the end, Like food and
wood; Say No if they do not have the same sound, like bed and foot. Let us
begin:
Sit-feet wing-then going-seeing dog-wood

3. I will say a word in a funny way. Then put the parts together and say the
whole word. For example, I say pen-cil; tell me the whole word pencil. Let us
start.
Cra-yon black-board win-dow pho-to

c. Reading Concepts-Items in this test ask learners to recognize similarities and differences
of concepts, identifying initial, medial, and final sounds, understanding before and after
concepts, recognizing voiced and unvoiced sounds, blocked and unblocked sounds, and
vowels and consonants.

Sample Items:

What makes BET and BAT different?

What word rhymes with PAGE? Date cage wait break

What letter comes before/after H?

d. Word recognition- Learners in this test asked to determine sound-symbol correspondence

and read phonetically regular words

Sample Test Item:

Draw lines to match the word with object it names.

Ball
Van
Flower

e. Handwriting- Items that measure this ability include asking the learners to produce
lowercase manuscript letter strokes as well as numeral strokes.

f. Vocabulary- Items described in the previous lesson apply here.

READING COMPREHENSION TEST- This test measures the ability of the learners to
derive meaning from text/passage read. The five dimensions, as explained in Chapter 6, are
sources of the varied typed of test items that could be constructed. Items are mostly
presented in a multiple-choice type of test. Skills tested include in the following:

a. Literal questions (Reading what is directly stated in the passage)- Questions whose
answers are directly found in the selection.
Examples: Who are the characters in the story?

What happened when the boy released the bird?

What made Jonas cry?

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b. Interpretative questions (Reading between the lines)- Items require the learners to put
together the information presented in the selection to give a correct answer. Questions
belonging to this category of comprehension include:

Getting the main idea: What does the paragraph tell about air pollution?

Deriving meaning through context: After Mario answered, the teacher

commented: “You hit the nail on its head.” What does the teacher mean?

Sequencing events: Based on the details presented in the story, arrange the
following events in the order in which they happened.

Inferring character traits: Based on the descriptions of Ana, which of the

following would appropriate describe her?

Finding the main idea and supporting details: In this set of five sentences,
identify the main idea and determine the supporting details.

Determining cause-effect relationship: According to the selection, why do

Filipinos have poor protection against illness?

c. Applied/Integrative (Reading beyond the lines)- Learners are asked questions whose
answers are based on their ability to make connections of the informations read to their life
experiences and knowledge. Examples of the skills and questions are:

Making comparisons: Using the clue words of the author, how are Ben and John
different?

Drawing conclusions: From the circumstances presented in the selection, what

conclusion can you make?

Distinguishing fact and opinion: Relying on the information presented in the

selection, which of the following is a fact or an opinion?

Making decisions/suggestions: If you were the judge in the story, what would be
your ruling to the case?

Giving alternative endings: If you were the author, how would you end the story?

Sample Reading Comprehension Test:

Directions: Read the passage carefully, then answer the comprehension questions
that follow.

When you study the origin of the word “Zamboanga” you will learn that it
means “place of mooring poles.” So many beach homes fastened to poles driven
on the beach, float along the sea wall. The coconut palms around the city look
like a picture postcard. It is described as an orchid on the edge of a star-splashed,
tropical sea. The climate seas are invigorating. Muslims with their red and yellow
turbans, colorful jackets, and tight silk trousers add color to the city.
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 Sample Comprehension Questions:

Literal Question (Recognizing details):

According to the passage, what makes Zamboanga look like a picture postcard?

A. The coconut palms C. The mango trees

B. The tropic ses D. The floating homes

Inferential Question (Inferring meaning through context):

When a place is described as an orchid, what kind of place is it? The place is—

A. Beautiful C. Progressive
B. Sweet-smelling D. Blooming

NON-PROSE READING TESTS- This group of tests uses charts, maps, product labels,
signs and symbols, menus, and other materials that use minimal words to explain something.
They serve as stimulus materials that serve as bases for learners to answer literal,
interpretative, and applied questions presented in the multiple-choice format.

Sample Non-prose Reading Test:

Directions: Study the mobile phone ownership among Grade 6 pupils in Lal-lo
Elementary School. Then answer the question that follow.

45
40
40

35
31
30
Grade 4
25 22 23
Grade 5
20 18 18
Grade 6
15 13 13
10
10

0
Male Female Total

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Number of Mobile Phone Owners by Sex and by Grade Level

1. Which grade has the most number of mobile phone owners? Literal question
a. Grade 4 b. Grade 5 c. Grade 6

2. What does the graph tell about mobile phone ownership? Inferential question
a. As grade level increases, mobile phone ownership increases.
b. As grade level increases, mobile phone ownership decreases.
c. As grade level increases, more females own mobile phones.

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Lesson 5

Assessing Learners’ Reading Profile_____________

Specific Objectives

At the end of this lesson, you are expected to:

a. describe the nature and goals of the Phil-IRI assessment tool;
b. determine the process of administering the reading inventory; and
c. interpret the results of the reading inventory.

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, 208). Using a predetermined
set of a 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 instructions to make them improve their reading, to move to
a higher reading level.

The Phil-IRI Manual (DepEd, 2018) provides the process in conducting the reading
inventory. To assess the 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 the motivation and motive questions to determine the background knowledge
of the learner on the topic to be read.
b. Have the learner read/listen to the passage.
c. After reading, let the learner answer the multiple-choice test items on the booklet,
with each item either read by himself/herself or by the teacher. Then the answer is
chosen. An “I don’t know” response to a question is marked X on the score sheet.
A learner who asks to reread the selection then answers correctly has a point
recorded, but a remark “Looked back” is noted.

2. Analysis of the Results

a. Quantitative Analysis

1. Computation of the Oral Reading per Selection

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 When the learner says something different from what is on the passage, a
miscue occurs. A meaningful miscue does not alter the original meaning of the
sentence, like run instead of ran. If the miscue changes the meaning, it is a
significant miscue, like The cats moved noisily instead of The cat mewed
noisily (Johnson, 2016).

Whether or not a miscue influences the meaning of the passage being

read, equal weight is given. After counting the number of miscue during oral
reading, the oral reading score is computed using the formula:

Oral Reading Score:

Number of Words – Number of Miscues

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 Miscue: 13

144-13 x 100 = 131 x 100 = .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 the ratio between the number of words read in a passage
And the amount of time spent to finish reading it. This indicator requires data on time
spent to read a selection, reckoned from the time the learner starts to read up to the
end of the passage. It also identifies the number of words in a given passage. The
reading rate is influenced by the learner’s fluency, his/her speed, smoothness, and
ease of oral reading. A significant component of fluency is prosody, the
expressiveness the learner demonstrates as he/she reads as manifested in the
intonation, rhythm, and emphasis to the words and sentences when reading out the
passage aloud. Empirical researches (Wayman et al, 2007; Reschly et al., 2009) affirm
that oral reading proficiency is one of the most effective and efficient determinants of
learners’ reading comprehension.

Example: Marc Jayden has read the passage “Pedrito’s Snack,” a 144-word passage in 92
seconds.

Reading Speed:
____Number of Words Read____ x 60
Number of Seconds Spent to Read

144 x 60 = 1.56 (60) = 93.9

92

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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

learners 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’s answered correctly 6 out of the 7 comprehension

questions asked after reading “Pedrito’s Snack.”

Comprehension Performance:

Number of Correct Answers x 100

Number of Test Items

6 x 100 = .857 (100) = 85.7%

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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
analysing the performance of a learner.

Oral Reading Level Word Reading Score (%) Comprehension

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

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.

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The matrix below guides in assessing the reading profile per passage of a learner.

Word Reading Reading Comprehension Reading profile

Independent Independent Independent
Independent Instructional Instructional
Instructional Independent Instructional
Instructional Frustration Frustration
Frustration Instructional Frustration
Frustration Frustration Frustration

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

On the qualitative aspect of the reading behaviour of the learner, the

teacher is guided by a checklist to observe him/her while reading orally. The items to
note during the reading are the following mispronunciation, omission, substitution,
insertion, repetition, transposition, reversal, and self-correction. When the miscues are
noted, the teacher underlines the word, then he/she writes on top of the word
substituted or reversed from the word. Repeated miscues are treated individually. The
total miscues are recorded in the form provide.

To guide the teacher in planning a reading intervention, he/she examines the

miscues often committed and determines if these significantly affect the meaning of
the passage. In addition, the teacher observes the learner’s reading behaviour while
reading. He/she takes notice if the reader does word by word reading; lacks
expression, reads in a monotonous tone, voice is hardly audible; disregards
punctuation; points to each word with his/her finger, employs little or no method of
analysis; and many others.

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References/Additional Resources/Readings

Bulusan, F., Raquepo, M., Hamda, Irene. A Course Module for Teaching Literacy in the
Elementary Grades Through Literature (2021 ed). Rex Book Store

https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/lit
eracy/readingviewing/Pages/teachingpraccircles.aspx

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