Conduct of School-Based Reading Assessment and

Implementation of Reading Programs

 
BRIGADA PAGBASA
in
BRIGADA ESKWELA
 IMPLEMENTATION ARRANGEMENTS
• Profiling of Learners and Teachers

All learners shall take the reading assessment test that shall be administered in
schools.

EARLY GRADE READING ASSESSMENT (EGRA) shall be used in

Grades 1-3

Philippine Informal Reading Inventory (PHIL-IRI) shall be used in Grades 4

-6

Standardized reading texts from CO for Grades 7 -10

School – initiated/prepared reading assessment tests shall be used in Senior

High School
 SKILLS ASSESSED IN EGRA
Sub-Task
Letter Name Knowledge
Letter Sound Knowledge
Familiar Word Reading
Non-word Reading
Oral Reading Fluency Passage and Oral
Reading Comprehension
Listening Comprehension Passage
Dictation
What is assessed?
Ability to name letters of the alphabet
Knowledge of the sound of each letter
Ability to read familiar or high frequency words
Ability to phonetically decode non-words or made up
words
Ability to quickly and accurately read and connected text
on a page and answer comprehension questions about
what has been read
Ability to listen and understand a passage being read
Ability to spell and follow mechanics of print such as
spacing and direction of text, capitalization, and
punctuation
 TO WHOM & HOW TO ADMINISTER EGRA
• Early Grades Reading Assessment (EGRA) tool will be used to all Grades 1-3 learners to assess
their reading levels.

• EGRA tool focuses on the 8 components to be assessed among Grade 1-3 learners that will
address their readiness to read. The result will be the baseline of the concern teacher in
preparing a school-based action plan/reading program.

• EGRA tool addresses the 6 Elements of Reading which need to be developed among learners to
become a Reader, namely; (Oral) Language, Phonemic Awareness, Phonics, Vocabulary,
Fluency and Comprehension.

• EGRA can be administered using the Mother Tongue of the learner/s on the set schedule of the
SDO.

• The assessment will be done virtually since there is no face-to-face class and to be strategized by
the reading teacher or the teacher who will conduct the reading assessment.
 HOW TO ADMINISTER EACH
Component 1: Orientation to Print
COMPONENT
Here teacher will show the child a decodable book.
Record the child’s response for every task you will ask
her/him to do. Remember the child will not read on
this component.

Component 2: Letter Name Knowledge

In this component, teacher will show the chart of the

alphabet. You instruct the learner to name each letter
found in the Alphabet Chart.
Example the teacher point (letter “a”) then the
learner will read or tell that it is letter A.
 HOW TO ADMINISTER EACH
Component 3a: Letter Sound Knowledge COMPONENT
Show the child the sheet of letters in the student stimuli booklet/Alphabet Chart. Say:
Here is the Alphabet chart. Now tell me the sound of all letters you can. Or the teacher
can point to the letter/s. SAY: I am not asking for a name but for SOUND of every letter.
Ready?

Example: The child point at letter S and he said ‘ssss…sssss…..ssss (Then he got the
correct answer)

Component 3b. Initial Sound Identification

Here; This is NOT a timed exercise and THERE IS NO STUDENT SHEET.
Read these instructions to the child:

Pronounce each word twice. Allow 5 seconds for the child to respond. Use the mapa – /m/(initial sound
grid below to mark whether the child gave the correct sound, the incorrect
sound, or if the child didn’t say anything at all. STOP IF THE CHILD FAILS
TO ANSWER ALL FIRST 5 WORDS CORRECTLY. Otherwise, move on to 6
bag - /b/ (initial sound)
through 10 above.
 HOW TO ADMINISTER EACH
Component 4: Familiar Word Reading
COMPONENT
Show the child the sheet of familiar words in the student stimuli booklet.
Say: Read the word/s that I will point.
Start the timer when the child read the first word. Follow along with your pencil
and clearly mark any incorrect words with a slash (/). Count self-corrections as
correct. If you’ve already marked the self-corrected letters as incorrect, circle the
letter and go on. Stay quiet, except when providing answers as follows: If the
child hesitates for 3 seconds, provide the word, point to the next word and say,
“Please go on.” Mark the word you provide to the child as incorrect.

Component 5: Invented Word Decoding

Give/show the student sheet with the INVENTED WORDS
page and prepare the timer. Let the child read the invented
word, however remind him/her not to spell the invented
word/s.
 HOW TO ADMINISTER EACH COMPONENT
Component 6a: Oral Passage Reading
Show the child the story in the student stimuli booklet, say: Here is a story. I like you to read it orally, fast,
carefully and with understanding. After reading, I will ask you question based on the story. When I asked you
to “Start”, that’s the time you will read the story. I will listen to you. Are you ready? Okay, start reading.

Early stop rule: If the child cannot read the story and gives no correct answers on the first line, say “Salamat”,
discontinue this exercise, check the box at the bottom of the page (EGRA tool) and go on to the next exercise.

Component 6b: Reading Comprehension

When 60 seconds are up or if the child finishes reading the oral passage in less than 60 seconds, ask the first questions below.
Give the child at most 10 seconds to answer each question, mark the child’s response and move to the next questions.
Read the questions for each line up to the bracket showing where the child stopped reading.
 HOW TO ADMINISTER EACH
COMPONENT
Component 7: Listening Comprehension
This is NOT a timed exercise and THERE IS NO STUDENT SHEET. Read the following passage aloud to the child
ONLY ONE TIME, slowly (about1 word per second). Then allow 15 seconds for each question. Say, I will a story for
you. Listen attentively and afterwards answer the questions I will ask you. Understand?

Component 8: Dictation
Give the pupil a lined page and a pencil for writing. Then read the instructions below. Say,

Read the following sentence aloud ONCE at about 1 word per second. Read each word three times.
Then instruct the child to write the sentence dictated by the teacher.
TGive the child up to 15 seconds to complete writing after the third reading.
 PHIL-IRI
• It is a tool for measuring and describing reading performance (Grade 4-10) composed of
passages designed to determine a learner’s reading level both in English and Filipino. The
levels of reading comprehension are as follows:

Independent Comprehension Score: 80-

100%
Reading Level Instructional Comprehension Score: 59-79%
Frustration Comprehension Score: 58%
and below
 SAMPLE MATERIALS FOR GST
(GROUP SCREENING TEST) IN PHI-IRI

10 ITEM TEST FOR GST

8-10 (STOP THE ASSESSMENT)
0-7 (START AN INTERVENTION)
FOR THE INTERVENTION FOLLOW:
0-3 ( 3 GRADE LEVEL BACKWARD)
4-7 ( 2 GRADE LEVEL BACKWARD)
September 24 – 30,
2021

October 4-15, 2021

2021
THANK YOU!