The Philippine Informal

Reading Inventory
Manual 2018
STAGE 2
Objectives of the Session: STAGE 2
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 a student
understands the passage read.
The Phil-IRI Listening
Comprehension is administered when
the student is identified as a nonreader.
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 he
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 scores in Word
Reading and Comprehension to identify student’s
Reading Levels.
Using these graded passages, the test
administrator must find the student’s independent,
instructional and frustration levels.
*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 reading and 80 to 100% comprehension.
*Finding the instructional level
To find the instructional level, the test administrator
continues to give a selection that is one level higher than
the independent level passage until the learner is able to
register performance at 90 to 96% in word reading and 59
to 79% in comprehension.

*Finding the frustration level

To find the frustration level, the test administrator
continues to give a selection that is one level higher than
the instructional level passage until the learner’s oral
reading score performance is at 89% and below in Word
Reading and 58% and below in Comprehension.
 To illustrate, let us continue with
our hypothetical 5th grade learner
named Pedro. The test administrator
gave Pedro a 2nd grade passage, and
his performance registered at the
independent level for that passage.
The test administrator then gave him
a higher level passage (3rd grade) and
Pedro's performance registered at the
instructional level.
Finally, the test administrator gave
him a text that is a grade level higher
(4th grade), where his performance
registered at the frustration level.
The test administrator now has
Pedro’s independent, instructional
and frustration levels. He can
proceed to Step 3
Step 3: Administer Listening
Comprehension Test and Silent
Reading Test . (Note that both stages
are optional).
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 Form 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: Set Up 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
3. 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 student 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
REPORT RESULTS:
Form 3A/3B ( Fill out all the required student
information and Test details )
In Part A of the Form, record the time
when the student starts and ends reading the
passage. Then compute the rating rate.

If the student is asked to read orally; as

the child reads, record the student’s miscues.
4. Then, record the student’s response to
each question. Check the responses of the
student (Refer to Appendix A for the answer
keys).
5. In Part B of the form, get the total
miscues of the student. Indicate the
number of words read correctly in the
passage. Compute the word reading score
 Form 4
1.Use separate forms for the English and
Filipino administered Phil-IRI.
2. Fill out the required student information
and test details
3. Record the word reading and comprehension
levels of the student in all Phil-IRI taken.
Refer to Forms 3A and 3B for the details
4. Fill out the Oral Reading Observation
Checklist by marking each item with a or an X.
5. To fill out the Summary of Comprehension
Responses Table, refer to the Phil-IRI booklet
(Teacher’s copy) to identify the type of question
for each item in the tests taken. Record the
number of Literal, Inferential and Critical
questions answered in each test. (Ex: If Student
B got 1 correct answer out of 2 literal questions,
record it as 1/2 beside L=)

6. Indicate the Total Score, Percentage, and Reading

Level for each test taken. Refer to Forms 3A and 3B
for the details.
Marking and Scoring the Miscues
When administering the Phil-IRI Graded Passages, both
the teacher and the student need to have a copy of the
passage to be read by the student. While the student is
reading a passage orally, the teacher records every miscue
committed. The guide in marking and scoring the miscues
is shown in Table 4.

Recording the Miscues The summary of the miscues

made are recorded on Table 9 (See Appendix D, Phil
IRI Form 4).
Computing the Oral Reading Score per Passage
The computation of the oral reading score involves counting
the number of miscues during oral reading. Each miscue carries
equal weight, regardless of whether it affects the meaning of the
passage or not. Pedro’s oral reading illustrates a sample
computation of miscues.
Recording the Speed and Rate in Oral Reading
The teacher-administrator records the time that the
student starts reading the passage orally; s/he computes
the number of seconds/minutes that it took the student
to read the passage.
Pedro was asked to read the passage “The Snail with the
Biggest House,” a Grade 5 Pre-test passage which has 103
words. It took him 1.5 minutes (90 seconds) to read the
passage. Dividing 103 words by 90 seconds will yield 69;
thus, Pedro's reading rate is 69 words per minute.
Computing the Student’s Comprehension of
the Passage
After the student has read the passage, the
teacher reads the comprehension questions and
records the student’s responses in the Form 2A/2B.
For items where the student asks to go back to the
selection to look for the answer, and is then able to
answer correctly, mark the item on the scoring
sheet as correct and indicate LB (Looked Back).
If Pedro got 4 correct answers out of the 7
comprehension questions, his comprehension level is
computed using the following formula:
Table 6 presents the percentage of
comprehension which is derived by
dividing the number of correct answers
over the number of questions and
multiplying it by 100.
Analysis and Interpretation of Word Reading and
Comprehension Level
The Phil-IRI reading test uses predetermined set of criteria in identifying
the reading level of each student for each passage. These criteria include
the percentage of word recognition accuracy and the percentage of correct
answers to comprehension questions (adapted from Johnson, Kress and
Pikulski, 1987). Table 7 shows these criteria.
Table 6. Table of Percentage for Comprehension Scores
To illustrate, let us look at Karlo who is in Grade 4. His
word reading and comprehension scores are as follows:
The learner’s word reading score and comprehension score
should be taken together to determine a comprehensive reading
profile for that passage. A description of the student’s reading
profile in word reading and comprehension per passage is
presented in Table 8.
Conducting the Phil-IRI Graded Passages
Posttest
The Phil-IRI Posttest for the grade level is
administered during the 4th quarter. The teacher
records the score of each student and compares the
result of the posttest against the pre test. Likewise,
the behavior during the reading of the selection is
compared to the student's behavior during the
pretest.
 Thank you for
listening…..
Prepared by:
Angelie c. alvizo
Mt ii
La Trinidad central elementary school