The Revised Manual

of Philippine
Informal Reading Inventory
(DepEd Order No. 14, s. 2018)

LOLITA D. DE LEON
Facilitator
Panapos na Layunin:
Sa presentasyong ito
tatalakayin ang…

 Kahulugan at layunin ng
pagsasagawa ng Phil-IRI
Panapos na Layunin:
 Mga pamamaraan o roseso ng
pagsasagawa ng Phil-IRI
(Pangkatang Pagtatasa o GST
at Isahang Malakas na
Pagbasa o Oral Reading)
Panapos na Layunin:
 Pagsasagawa ng Phil-IRI at
mga resulta
 Pagsasagawa ng interbensyon
sa pagbasa
 Mga suliraning kinaharap,
rekomendasyon at mga plano
Mga Inaasahang Layunin:
Sa pagtatapos ng talakayang ito,
inaasahan na…
 Nabibigyang-linaw ang
kahalagahan ng Phil-IRI sa
pagtukoy sa antas ng pagbasa at
pang-unawa ng mga mag-aaral
Mga Inaasahang Layunin:
 Nakasusunod sa mga pamamaraan
ng pagsasagawa ng Phil-IRI
 Nakapagsasagawa ng interbensyon
sa pagbasa gamit ang mga
kagamitan na tumutugon sa antas
ng pagbasa at pang-unawa ng mga
mag-aaral
Mga Inaasahang Layunin:

 Nakapagbibigay ng iba pang

rekomendasyon o suhestiyon
para sa pagpapaigting ng
programa at sa 100%
tagumpay nito.
May Kamalayan!
Ano ang Phil-IRI?
Alinsunod sa DepEd Order No. 14, s. 2018, ang Philippine Informal
Reading Inventory (Phil – IRI) ay ginagamit ng Kagawaran ng Edukasyon ng
maraming taon upang malaman ang antas ng kakayahan sa pagbasa ng mga
mag-aaral. Ang kagamitang ito sa pagtatasa ay magiging batayan hindi lamang
upang malaman ang lebel ng pagbabasa ng mga mag-aaral, magiging basehan
din ito sa paggawa at paglikha ng mga programa sa mga interbensyon at
mga materyal na gagamitin para sa mga nahihirapang magbasa.
May Kawilihan!
Magandang Balita!
Panuto: Ang bawat kalahok ay hinihikayat na magbahagi ng
magandang pangyayari tungkol sa kanyang sarili bilang
tagapagpabasa sa nakaraang pangangasiwa ng PHILIRI. Sa
bawat pagtatapos ng pagbabahagi ang lahat ng kalahok ay
inaanyayahang pumalakpak bilang pagtugon at pagkilala sa
narinig na magandang balita.
Layunin ng Pagbabasa ng Seleksyon
 Mataya o masukat ang kakayahan ng mga
mag-aaral

 Magsilbing gabay upang mapayaman ang

kaalaman sa talasalitaan at pang-unawa sa
binasa ng mga mag-aaral
 Matulungan ang mga gurong tagapagpabasa na
makagawa ng iba’t ibang pamamaraan sa
pagtuturo base sa pangangailangan ng mga mag-
aaral
 Nakatutulong sa mga katulong na teknikal upang
malaman ang suliranin sa pagbasa at mabigyan
ng sapat na solusyon ang problemang kinaharap
 GURO
Gamitin ang resulta ng pagsusulit sa
pagbasa upang makagawa ng progama
para sa interbensyon sa pagbasa at / o
mga kagamitang pampagtuturo.
TAGAPABIGAY NG TULONG
TEKNIKAL
Pag-aralan ang ulat ng mga guro at ang
mga naging mungkahing solusyon
upang matukoy ang mga suliranin batay
sa nakuhang tala o datos.
MAG-AARAL
Malaman ang kasanayan sa pagbasa
batay sa resulta ng nakuha
TAGAGAWA NG PATAKARAN
Gamitin ang pinagsama-samang
resulta ng isinagawang pagsusulit sa
pagbasa, at mga programa sa
pagsasanay para sa mga guro na
tutuon sa pagpapahusay ng pagtuturo
sa pagbasa.
 May Pakikiisa!
Gawain: TSAA TIME
(Tuklas, Suri at Ambag)
Tuklas: Balikan ang naging proseso sa pangangasiwa ng PHIL-
IRI sa inyong paaralan. Itala ang mga naging hamon sa mga
ginawang hakbang sa bawat stage. Gawin ito sa loob ng 5
minuto.
Stage 1 Stage 2 Stage 3 Stage 4
Initial Screening Using the Administration of the PHIL-IRI Provision of Specialized Administration of PHIL-IRI
PHIL-IRI Group Screening Test Graded Passages (Pre-Test) Instruction Graded Passages (Posttest)

HAMON
 May Pakikiisa!
Gawain: TSAA TIME
(Tuklas, Suri at Ambag)
Suriin: Sa bawat hamon na inyong naitala sa bawat stage, ibigay ang
naging katugunan bilang isang tagapagpabasa upang maipatupad ng
maayos ang PHIL-IRI sa inyong paaralan. Gawin ito sa loob ng 5
minuto.
Stage 1 Stage 2 Stage 3 Stage 4
Initial Screening Using the Administration of the PHIL-IRI Provision of Specialized Administration of PHIL-IRI
PHIL-IRI Group Screening Test Graded Passages (Pre-Test) Instruction Graded Passages (Posttest)

HAMON

KATUGUNAN
 May Pakikiisa!
Gawain: TSAA TIME
(Tuklas, Suri at Ambag)
Ambag: Ibahagi ang mga naitalang impormasyon. Mayroong 10
kalahok ang maaaring magboluntaryo sa gawaing ito at mayroong 1
minuto ang bawat isa upang makapagpahayag ng kanyang ulat.

Stage 1 Stage 2 Stage 3 Stage 4

Initial Screening Using the Administration of the PHIL-IRI Provision of Specialized Administration of PHIL-IRI
PHIL-IRI Group Screening Test Graded Passages (Pre-Test) Instruction Graded Passages (Posttest)

HAMON

KATUGUNAN
May Paglilinaw!

Anu-ano ang mga natuklasan ninyong

naging hamon ng mga guro sa
pangangasiwa ng PHIL-IRI partikular
sa bawat stage ng proseso?
May Paglilinaw!

Paano ito binigyan ng mga katugunan,

ano ang naging solusyon sa mga
suliraning kanilang natukoy?
May Paglilinaw!

May pagkakatulad o pagkakaiba ba sa

inyong mga naitalang hamon at
katugunan sa bawat isa? Tukuyin ang
mga ito.
May Ganap na Kabatiran!

Proseso sa Pagtatasa
sa Pagbabasa
 STAGE 1

1st QTR
(June –
July)
2nd & 3rd
QTR

4th QTR
(Feb –
Mar)
STAGE 1
Specific Directions for the Administration of the Phil-
IRI Group Screening Test

STEP 1: Secure an updated copy of the class list. If

available, attach the class list to:
Form 1A: Talaan ng Pangkatang Pagtatasa ng Klase
(PPK) sa Phil-IRI for Filipino
Form IB: Summary of the Phil-IRI Group Screening
Test Class Reading Record (CRR) for English
Specific Directions for the Administration of the Phil-
IRI Group Screening Test
STEP 2: Secure a complete set of the Phil-IRI Testing Kit from the
Principal’s office or the designated coordinator
a. Phil-IRI Manual for Administration
b. Phil-IRI Practice Item Charts
c. Phil-IRI Group Screening Test Forms (Appendix A1-A4, B1 & B2)
d. Phil-IRI Group Screening Test Answer Sheets (Appendix F)
e. Timer
f. Pen
g. Masking Tape
Specific Directions for the Administration of the Phil-
IRI Group Screening Test
STEP 3: Prepare for Testing
a. Secure an area conducive for testing (i.e. well-ventilated, well-
lit and free from distractions)
b. Review the procedures for administration and accompanying
forms
c. Lay out the necessary materials (e.g. practice item charts, group
screening test forms)
d. Establish rapport and orient the test-takers
Specific Directions for the Administration of the Phil-
IRI Group Screening Test
STEP 4: Administer the Phil-IRI Group Screening Test
a. Secure the number of copies necessary for testing (i.e. number of test-
takers, plus one).
b. For smooth administration, give the reminders before testing.
c. Distribute the answer sheets. Have the students fill in their personal
information.
d. Using a chart, model how the test should be answered.
e. Distribute the test booklets.
f. If there are no questions, have them answer the test silently.
Specific Directions for the Administration of the Phil-
IRI Group Screening Test
STEP 5: Report the Results
a. Fill out Form IA (if Filipino GST is taken) or Form 1B (if English GST is
taken).
b. Record the names of the students in the class. On the second column, put
a check mark if the student took the screening test; if not, mark with an
X.
c. Refer to the GST booklet (Teacher’s copy) to identify the type of
question for each item in the test. Record the number of Literal,
Inferential and Critical questions answered in the test. (Ex: If student A
got 3 correct answers out of 5 literal questions, record it as 3/5 under
literal column)
Specific Directions for the Administration of the Phil-
IRI Group Screening Test
STEP 5: continue..
d. Record the total number of correct responses (over 20) of each student.
Mark with a check mark the appropriate column where each student’s score
may be classified (either ≥ 14, or < 14).
e. At the bottom of the form, indicate the total number of students for each
column.
f. Submit the accomplished form/s and answer sheets to the Principal’s office.
 Specific Directions for the Administration of
the Phil-IRI Graded Passages

STEP 1:
Secure a copy of
the submitted Form
A1/A2
 Specific Directions for the Administration of
the Phil-IRI Graded Passages
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
Specific Directions for the Administration of
the Phil-IRI Graded Passages
STEP 2: continue..
4. Phil-IRI Form 4: Talaan ng Indibidwal na Pagbabasa/Individual
Summary Record (ISR)-Appendix E
5. Timer
6. Pen
7. Recording Device
Specific Directions for the Administration of
the Phil-IRI Graded Passages
STEP 3: Set up the Testing Area
1. Secure an area conducive for testing (i.e. well-ventilated,
well-lit and free from distractions)
2. Make sure the testing kit is complete.
3. Layout the necessary materials (e.g. booklets, score sheets)
Specific Directions for the Administration of
the Phil-IRI Graded Passages
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
 Starting Point for the Graded Passage
If the raw score in the Start with a Graded
GST is Passage that is Example:

Three (3) Grade levels GST: Grade 7

0-7 points lower than current level Graded Passage:
Grade 4
Two (2) Grade levels GST: Grade 7
8-13 points lower than current level Graded Passage:
Grade 5

 
14 points and above Discontinue testing
Specific Directions for the Administration of
the Phil-IRI Graded Passages
STEP 5: Assess Performance
a. Orient the test-taker, establish rapport, and administer the
test:
1. Oral Reading Comprehension, or
2. Listening Comprehension, or
3. Silent Reading Comprehension
Specific Directions for the Administration of
the Phil-IRI Graded Passages
STEP 5: continue…
b. Procedure
1. Ask the motivation and motive questions. The teacher will have
an idea about the prior knowledge of the student on the topic that s/he
will read based on the responses to the motivation question. The
response to the motive question will indicate the student’s ability to
make predictions. The teacher may or may not record the student’s
responses.
Specific Directions for the Administration of
the Phil-IRI Graded Passages
STEP 5: continue…
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. The student may read
the question or the teacher may read it for him/her to answer the
question by writing the letter of the option that he/she thinks has the
correct answer. Repeat the process until all questions are answered.
Specific Directions for the Administration of
the Phil-IRI Graded Passages
STEP 5: continue…
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)
Specific Directions for the Administration of
the Phil-IRI Graded Passages
STEP 6: REPORT RESULTS
a. Form 3A/3B
1. Fill out all the required information and test details in Form
3A/3B.
2. In Part A of the form, record the time when the student starts and
ends reading the passage. Then compute the reading rate.
Specific Directions for the Administration of
the Phil-IRI Graded Passages
STEP 6: continue…
If the student is asked to read orally:
3. 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 fro the answer keys).
Indicate the total number of correct responses. Look for the equivalent
percentage of the score by referring to Table 6. Then, use Table 7 to
indicate the reading level of the student in comprehension.
Specific Directions for the Administration of
the Phil-IRI Graded Passages
STEP 6: continue…

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. Finally,
indicate the word reading level by referring to Table 7.
Specific Directions for the Administration of
the Phil-IRI Graded Passages
STEP 6: continue…
b. 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.
4. Fill out the Oral Reading Observation Checklist by marking each item
with a check or an X.
Specific Directions for the Administration of
the Phil-IRI Graded Passages
STEP 6: continue…

5. To fill out the Summary of Comprehension Responses Table, refer to

the Phil-IRI booklet to identify the type of each item in the tests taken.
Record the number of Literal, Inferential and Critical questions
answered in each test.
6. Indicate the Total Score, Percentage, and Reading Level for each test
taken.
Marking and Scoring the Miscues
Summary
of Miscues
Computing the Oral Reading Score per Passage
Recording the Speed and Rate in Oral Reading
Computing the Student’s Comprehension of the Passage
 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).
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.
Qualitative Analysis

The qualitative analysis consists of analyzing what types of

miscues are made and describing the student’s behavior while
reading. Likewise, while the teacher administers the oral
reading test, s/he assesses whether the reading material matches
the learner’s reading performance. The teacher may give the
student a reading material with a lower readability level if s/he
detects that the grade level reading material is too difficult for
the student.
STAGE 3

Provision of Specialized Instruction/Reading

Intervention
Once all the data describing the child’s reading performance has been
gathered, the teacher may use this information to design an intervention
program or adjust classroom instruction.
It is expected that the reading intervention program is anchored in the
flagship reading program of the division the BR-B4 (Blue Rizal:
Barangayan para sa Bawat Bata Bumabasa. The adjustment made in the
Annual Implementation Plan should indicate the inclusion of this reading
program.
STAGE 3

ANNUAL IMPLMENTATION PLAN

Adjustment
Priority  
Improvement Project
Area (PIA) SY 2020-2021 SY 2021-2022

  Reading    
intervention
anchored to BR-B4
Literacy (Blue Rizal:
Barangayan para
Bawat Bata
Bumabasa)
STAGE 4

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.
STAGE 4
It should be noted that only the pupils who got a score of below
14 during the Group Screening Test are subjected to further testing
through the individual reading of graded selection. Based on the
observed reading needs of these pupils, they are given the
appropriate reading intervention. Then they take the Phil-IRI
posttest. The result of the posttest and the improved behavior while
reading will indicate the pupils’ improved reading skills. The better
readers are not subjected to Phil-IRI activities, but it is expected that
the regular classroom instruction in Reading will further improve
their reading skills.
May Kaugnayan!
Aplikasyon: Mag Kwenta Tayo
1.Compute the Oral Reading Score of Juan.
No. of words in the passage: 72
No. of miscues: 18
Juan’s rating in oral reading is _________?
2. Compute for Juan’s reading rate
No. of words in the passage: 72
No. of minutes it took Juan to read it: 1 minute (60 seconds)
Juan’s reading rate is _________?

3. Compute Juan’s comprehension of the passage

No. of correct answers: 5
Total number of questions: 7
Juan’s comprehension: _________?
4. Based on your analysis and interpretation, what is the
Oral Reading Profile of Juan?

Word Reading Score: 18 miscues = ______:______

Comprehension Score: 5 out of 7 = ______:______
Reading Rate: __________?
Juan Oral Reading Profile: __________?
May Pagmumuni!

What I got from…

KNOW CHALLENGE CHANGE FEEL
What was studied What challenged What is one way How do you feel
today that you today? you plan to change about what you
confirmed your work, based learned here?
something you on today’s
already knew? learning?
REFERENCES

DepEd Order No. 14 (2018). The Philippine informal reading

inventory manual :Department of Education
Cangco, H.M. & Austria, MJ. R. The revised manual of
Philippine Informal reading inventory: Angono National
High School