Stage 2

Administration of Phil-IRI
Graded Passage
 Objectives:
1. Discuss the different steps in the
administration of Phil- IRI Graded
passages, Phil IRI Listening
Comprehension, and Silent Reading Test.
2. Explain how to identify the
Independent, Instructional and
Frustration Levels of the students based
on the Graded Passages.
 The Phil IRI Oral Reading Test is
administered in order to:
• identify the student’s miscues in oral
reading;
• record the number of words that a
student reads per minute; and
• find out how well student understands
the passage read.
 The Phil IRI Listening Comprehension
Test is administered when the student is
identified as a non reader

The Phil- IRI Silent Reading Test may be

administered after the Oral Reading Test
is conducted to further check the
student’s comprehension skill. This is an
optional activity.
 Step 1:
Determine the Starting Point of Graded Passages.
The first passage that the child should be asked to
read aloud must depend on the child’s raw score in
the GST.

• a. If the child’s raw score in the GST is 0-7, he/she

must be given a passage that is 3 grade levels
below his current level.
• b. If the child’s raw score in the GST is 8-13,
he/she must be given a passage that is 2 grades
below his current level.
To illustrate, if Pedro, a 5th grader,
garnered a Raw Score of 6/20 in the
Filipino GST, the first selection that
must be asked to read should be at
2nd grade level. Once the first
selection to be read has been
identified, the test administrator is
ready for step 2.
Step 2: For each passage, compute
the score in Word Recognition and
Comprehension to identify student’s
Reading level.
Using these graded passages, the
test administrator must find the
student’s independent, instructional
and frustration level.
Finding the Independent Level
To find the independent level, the
test administrator continues to give a
selection that is one level lower than a
given selection until the child is able to
register performance at 97 to 100% in
word recognition and 80-100%
comprehension.
 Specific Directions for the
Administration of the Phil-IRI
Graded Passages

STEP 1: Secure a copy of the

submitted Form A1/ A2
STEP 2: Secure a complete set
of the Phil-IRI Testing Kit:

1.Phil-IRI Manual for

Administration

2.Phil- IRI Test Booklets for

one-on-one administration
a. Teacher’s Copy
b. Student’s Copy
3. Phil-IRI 3A/3B
Markahang Papel ng
Panggradong Lebel na
Teksto/ Grade Level
Passage Rating Sheet
( Appendix D1 and
D2)
4. Phil-IRI Form 4
Talaan ng Indibidwal na
Pagbabasa/ Individual
Summary Record (ISR)
( Appendix E)
5. Timer
6. Pen
7. Recording device
STEP 3: Setup the
Testing Area

STEP 4: Prepare for

Testing
1. Review the procedures for
administration and
accompanying forms.
2. Determine the kind of test to
be administered
a. Oral Reading Comprehension
b. Listening Comprehension
c. Silent Reading Comprehension
d. Determine the Starting Point
STEP 5: Assess Performance
a. Orient the test-taker, establish
rapport, and administer the test:
b. Procedure
1. Ask the motivation and motive
questions
2. Let the pupil read/listen to the
selection
3. After the child has listened
to/read the selection, show the
multiple choice items on the
student’s booklet
4. If the child answers the question
with the response, “ I don’t know,”
mark the item on the scoring sheet
with an X.
5. If the students asks to go back to
the selection to look for the answer,
he/she may do so. If the student is
then able to answer correctly, mark
the item on the scoring sheet as
correct and write LB (Looked Back)

STEP 6: Report Results

 Stage 3
Provision of Specialized
Instruction
 Provision of Reading Intervention
Student is given individualized/small group
instruction

2nd & 3rd QTR

 How do children
develop reading
skills?
 Language comprehension
ability to take and
derive sentence and discourse

Decoding
refers to efficient word recognition.
What is Reading
Remediation?
Who needs it?
• Children who may not be benefiting
as much from regular classroom
instruction
• Children who are developing
differently from other children
• Children whose educational needs
may be different than most children
 Once the information is gathered, the classroom
teacher has an opportunity to review the quality of
each learner’s performance and design instruction
accordingly.
 Case Study and
Recommended
Reading Intervention
Case Study and Recommended Reading Intervention

Reading Intervention
Grade level: Grade 3

Reading level in Filipino: Grade 1 -Intensive training on word recognition

1. reading each syllable (Ka-pag . . . Kapag. . . ba- -MARUNGKO Approach in teaching

kas-. . . bakas-. . . syon . . . bakasyon. . .)
will help him a lot

2. took him a long time to finish reading the

selection
-blending
-segmenting
3. he was not able to remember most of the
details and answered only one item

-Practice with word list and multi

Poor word recognition in Filipino; it syllabic
follows that fluency and reading
comprehension are likewise poor
Page: 668
Case Study and Recommended Reading Intervention

Grade Level: Grade 4

Reading Intervention

Reading Level in Filipino: Grade 4

-Gina’s ability to read phonetically in
Filipino should be used as an
Reading Level in English: Grade 2; advantage to reading in English

 She read the words phonetically. Her

miscues in reading included
mispronunciations, repetition and Intensive instruction on word
refusal to read some words. recognition in English should be given

 Did not know the meaning of words in -The lessons on word families
English short vowel words,
consonant blends and digraphs,
 Reading comprehension score: 1/7 words with long vowel sounds . .

Poor word recognition and fluency

in English; vocabulary in English is - Drill on sight words
likewise limited.
Page:680
Case Study and Recommended Reading Intervention

Reading Intervention
Case Study 3: Grade level is Grade
5; Reading performance in Filipino
and English is Grade 3. -Take note that the teacher has to refer to
the Grade 3 content of words to be read
(both in Filipino and English).
• good listening comprehension
skills
• word-by-word decoding of text • -This should be the focus of phonics
lack of expression in oral reading and word recognition activities
• hardly rereads text
• anxious while reading -exposures to the words to be read
• ignores punctuation

-Matching words read by the teacher

to its correct picture would be a good
start

. Case manifested good

listening comprehension but -Matching words read by the
poor decoding and fluency. teacher to its correct picture
would be a good start
Case Study and Recommended Reading Intervention

Grade level: Grade 3; Reading

Reading Intervention
performance: Grade 1

-Filipino is not her mother tongue

• good listening comprehension
skills
• lacks decoding skills appropriate
for the level
• slowly decodes words, usually
letter by letter, with a lot of pauses,
hesitations, and miscues
• rereads words a number of times
• lacks understanding of words that
are read

Good listening comprehension; poor

decoding and fluency in Filipino
Principles of Remediation
1. Develop a pleasant rapport between teacher and
student.
2. Choose methods and materials with flexibility.
3. Begin at a low enough level and with small enough
steps to ensure initial success.
4. Use a tracking device to record progress toward
important objectives.
5. Keep open lines of communication with the child’s
teachers and parents.
Principles of Remediation
6. Celebrate the child’s success. Give praise and support.
7. Always connect reading to daily needs and activities.
8. Keep in mind the particular reading skills that may need
to be developed in an individualized situation.
9. Maintain the child in the reading program only until
sufficient skills have been acquired for the regular reading
program and for reading on one’s own.
10. Believe in the child.
TRUE PROGRESS
TAKES TIME.