Good Afternoon 

SAN AGUSTIN NATIONAL HIGH SCHOOL

Orientation of English
and Filipino Teachers
For the Administration
of Phil-IRI

May 29, 2017

Philippine Informal Reading
Inventory or Phil-IRI
 The Phil-IRI Oral Test help the teachers determine
the reading abilities and needs of their learners in order
to provide basis for planning their classroom
instructions. It assesses the learners word identification,
vocabulary and comprehension skills. Each grade
passage is followed by comprehension questions are
categorized into: literal, interpretive, applied, critical
dimensions.
Literal – questions whose answers are explicitly
stated/given in the story.
Interpretive – questions which require children to read
between the lines to find answer. The
answers are not directly stated in the text.
Critical – questions which elicit analysis, synthesis, judgement
in the context of the Author’s point of view as well as
the readers point of view.
Applied- questions that draw from the child his own way of
visualizing things based on his own scheme;
questions that elicit the reader’s opinion/decision
as applied in daily life situations.
 SCHEDULE OF ACTIVITIES FOR THE
ADMINISTRATION OF PHIL- IRI
(1st Quarter, SY 2017-2018)
Date Activities Participants In-Charge
 
May 23, 2017 Meeting of Secondary Reading Secondary Reading Coordinators OIC- Division Reading
Coordinators (Eng.& Fil.) Program

May 29, 2017 Orientation of Teachers at the
Conduct of Phil-IRI
July 6-7,2017 Administration of Phil-IRI
August 4, 2017 Submission of District Consolidated
Result to the Division Office and
Meeting of SRC
Grade 1-10
English & Filipino Teachers
Grade 2-10 pupils/students
District Reading Coordinators
PSDS/ School Heads
English & Filipino Teachers
OIC- Division Reading
Program

August 11, 2017 Consolidation of Division Phil-IRI Division Reading Coordinators OIC- Division Reading
Results Program
 
 Prepare a Work Plan

Objectives Activities Persons Time Expected

Involved Frame Output
ORAL READING
TEST
Administering the Oral Reading Test
• Give the student the appropriate selection.
The teacher holds a copy of the same selection
• Instruct the student to read the selection orally.
Record the time that she/he starts reading the
selection.
• While the student is reading orally, record his/her
miscues.
• Record the number of minutes that it took
him/her to read the selection.
• Fill out the observation Checklist.

• Let him/her answer the comprehension questions.

• Compute the oral reading score.

• Check and record his/her comprehension score.
• Submit the results to the Reading Coordinator
 To compute the Results
Oral Reading Score: Number of Word – Number of Miscues X 100
Number of Words
For example:
No. of words in the passage - 65
No. of Miscues - 15
= 65 – 15
X 100
65
= 50 X 100
65
= 76.9% - Student’s Rating in Oral Reading
 Phil-IRI Oral Reading Profile
Level Word Recognition Comprehension

Independent 97-100% 80-100%

Instructional 90-96% 59-79%

Frustration 89% & below 58% & below

Compute the pupils comprehension level
using the following formula:
Comprehension= No. of Correct answers
No. of questions X 100
5 x100
=
7
= 71%
 To illustrate the student’s word reading
comprehension scores:
Word Reading Score: 15 miscues= 76.9%
Comprehension Score: 5 out of 7= 71%

His Oral Reading Profile =

Identify the overall reading ability of the word
recognition and comprehension using the table:
Word Recognition Reading Comprehension Reading Profile per Passage
Independent Independent Independent

Independent Instructional Instructional

Independent Frustration Frustration

Instructional Independent Independent

Instructional Instructional Instructional

Instructional Frustration Frustration

Frustration Instructional Frustration

Frustration Frustration Frustration

SILENT READING
1. Establish rapport with the student
2. Explain to the students that they are going to
record the time after they read the passage
silently and carefully as fast as they can
3. Distribute the passage to each student. Let them
accomplish all the personal information (Name,
Grade, & Section). Everybody should start at the
same time. Begin timing only when the student start
reading the passage
 4. Place the improvised number cards on the
board, take note of the time started. After
30 seconds that the student have started
reading, start flashing the cards (begin with
30) and every 10 seconds there after (10
seconds interval). Continue flashing the cards
until everybody has finished reading
passage.
 Computing the Reading Speed using the Formula:

1. Reading Speed= No. of Words in the Passage X 60

Reading time in seconds
Example:
No. of words in the passage – 137
No. of minutes the student took to read – 90 seconds
137 X 60
=
90
= 91 words per minute
Student’s reading speed = 91 words per minute
 Identify the speed level of the learner as fast,
average, and slow using the standard specified in
the form:
Reading level/Grade Reading Speed Comprehension
Independent Word per Minute
Fast Readers
7 210 above
8 240 above 90-100% correct answers

9 260 above
10 290 above
Instructional Average Comprehension
Readers
7 191-209
8 211-239 75-89% correct
answers
9 241-259
10 261-289
Frustration Slow Readers Comprehension

7 190 below
8 210 below 74% and below
correct answers
9 240 below
10 260 below
4. Check the paper.
5. Compute the comprehension level of each
student by using the formula:

= No. of correct answers

X 100
No. of questions
No. of Correct Answers: 7
Total No. of Questions: 10
= 7
X 100
10
= 70% Student’s Comprehension Level
*Identify the comprehension level of the learner.
* Identify the reading level of the learner in reading
speed and comprehension using the following table:
Reading Speed Comprehension Reading Level
Fast Independent Independent
Fast Instructional Instructional
Fast Frustration Frustration
Average Independent Independent
Average Instructional Instructional
Average Frustration Frustration
Slow Independent Instructional
Slow Instructional Instructional
Slow Frustration Frustration
Student’s Reading Speed falls under
SLOW
Student’s Comprehension level falls under
FRUSTRATION

So the Reading level of the Student

Slow + Frustration = FRUSTRATION
 Phil-IRI Form 6

Philippine Informal Reading Inventory-Silent Reading Test

Division _________________ Date: ___________________

(Sangay) (Petsa)
No. of Districts: _____________________ Pretest: _________________
(Bilang ng Purok) (Panimulang Pagtataya)
Region ___________________ Posttest: ________________
(Rehiyon) (Panapos na Pagtataya)

DIVISION READING PROFILE

(Pansangay na Talaan sa Pagbasa)

1 2 3 4 5
Grade Enrolment Pupil Tested Speed Level Comprehension Level Reading Level
(Baitang) (Bilang ng Mag- (Bilang ng Mag- (Antas ng Bilis sa Pagbasa) (Antas ng Pang-unawa) (Antas ng Pagbasa)
aaral) aaral na Kumuha Slow Average Fast Frustration Instructional Independent Fristration Instructional Independent Change
ng Pagtataya) (Pagbabago)
(Mabagal) (Katamtamang (Mabilis) (Pagkabigo) (Pampagkatuto) (Malaya) (Pagklabigo) (Pampagkatuto) (Malaya)
Bilis)
Pre Post Pre Post Pre Post Pre Post Pre Post Pre Post Pre Post Pre Post Pre Post Pre Post Frus Ins Ind
(Panimula) (Panapos) (Panimula) (Panapos) (Panimula) (Panapos) (Panimula) (Panapos) (Panimula) (Panapos) (Panimula) (Panapos) (Panimula) (Panapos) (Panimula) (Panapos) (Panimula) (Panapos) (Panimula) (Panapos) (Pagkabigo) (Pampagkat (Malaya)
uto)

I
II
III
IV
V
VI
Total
(Kabuuan)

Legend: Frus. - Frustration Level

(Pagkabigo)
Ins. - Instructional Level
(Pampagkatuto)
Ind. - Independent Level
(Malaya)
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
DIVISION OF BATANGAS CITY

Philippine Informal Reading Inventory – Oral Test – English

Division : BATANGAS CITY No. of District: _____________

(Sangay) (Bilang ng Purok)
Region : IV-A CALABARZON Date: _____________________
(Rehiyon) (Petsa)
Pre Test : __________________
(Panimulang Pagtataya)
Post Test : _________________
(Panapos na Pagtaya)

SUMMARIZED DIVISION REPORT ON PHIL-IRI (ORAL READING ENGLISH)

SY 2016-2017
Grade Enrolment Pupil Tested Reading Level
(Baitang) (Bilang ng (Bilang ng Mag-aaral na (Antas sa Pagbasa) Non-Reader Change
Mag-aaral) Kumuha ng Pagtataya) Frustration Instructional Independent (Di-Makabasa) (Pagbabago)
(Pagkabigo) (Pampagkatuto) Malaya)
Pre Post Pre Post Pre Post Pre Post Pre Post Frus Ins Ind NR
(Panimula) (Panapos) (Panimula) (Panapos) (Panimula) (Panapos) (Panimula) (Panapos) (Panimula) (Panapos) (Pagkabigo) (Pampagkatuto) (Malaya) (Di-Makabasa)

II
III
IV
V
VI

TOTAL