Guidelines on the

Implementation of Reading
Assessment in SDO Cam.
Sur under RAISE CAMSUR
LN
 Melek aksara adalah kemampuan untuk
mengidentifikasi, mengerti, menerjemahkan,
membuat, mengkomunikasikan dan
mengolah isi dari rangkaian teks yang
terdapat pada bahan-bahan cetak dan
tulisan yang berkaitan dengan berbagai
situasi.
The Simple View of Reading

R
Reading
Comprehension
= D
Decoding or Word
Recognition
x LC
Language
Comprehension

Figure 1. The Simple View of Reading by Wesley Hoover and Philip B. Gough (1990)

6
Hoover, W.A., & Gough, P. B. (1990). The Simple View of Reading. Reading and Writing: An Interdisciplinary Journal, 2, 127-160.
Division Memorandum No. 218, s.
2023
Guidelines on the Implementation
of Reading Assessment in the
Schools Division of Camarines Sur
under CAMSUR LN
In line with the implementation of the Learning Recovery
and Continuity Plan (LRCP) of the Schools Division Office
of Camarines Sur dubbed as RAISE: CAMSUR LN, this
Office, through the Curriculum Implementation Division
(CID), shall conduct the assessment of the learners on
literacy on monthly and quarterly bases this school year
2022-2023 and thereafter.
To ensure the continuous development of learners on their
basic skills, thus making them a reader and a writer at
his/her grade level and efficient implementation of the
assessment, the specific Guidelines on the Implementation
of Reading Assessment in the Schools Division of
Camarines Sur are enclosed.

The Schools Division Office of Camarines Sur directs all

45 districts to implement these guidelines and provide
the mechanism needed for the smooth conduct of the
reading assessments.
GUIDELINES ON THE IMPLEMENTATION OF
READING ASSESSMENT
IN THE SCHOOLS DIVISION
OF CAMARINES SUR
UNDER RAISE: CAMSUR LN
RATIONALE

An essential and crucial component of

instruction is administering various
assessments, which enables teachers to actively
participate in choosing the objectives of
instruction and the subject matter of learning
to be covered in the classroom. This
establishes baseline data as bases for
interventions to address learning gaps.
RATIONALE
Literacy is one of the most important abilities a child can learn
since reading is the cornerstone of all academic learning. A
child’s success in school and life after childhood depends on
their ability to read, write and count. Hence, the Schools
Division Office of Camarines Sur aims to enhance literacy. The
division’s RAISE CAMSUR LN-Catch Them Early Program and
Catch-Up Program and the Department of Education’s flagship
“Every Child A Reader Program” serve as its pillars. These
programs aim to make every Filipino child a reader and writer at
his/her grade level.
RATIONALE
The vital question, "Are my students learning?" is
answered via assessments, which offer crucial
information that aids teachers in making
decisions about what to teach and how to teach
it. With careful analysis of the reading
assessment results, teachers may make the most
of their time and concentrate on aligning goals
with instruction and content. The teacher and
the pupils both gain when an assessment is
closely correlated with instruction.
RATIONALE

There are many different types of reading tests, and

they can be used for many other things. They come
in several forms and can be either official or
informal. Since they indicate both the student's
learning outcome (what they have learned) and
preferred learning method (how they learn best),
they aid in our analysis of the learner's performance,
both quantitatively and qualitatively.
RATIONALE
The Philippine Reading Inventory Assessment Tool is
intended as a classroom-based assessment tool to gauge and
analyze learners’ reading abilities. Classroom teachers can
create and deliver effective reading instruction using the
assessment's information. The inclusionary ideas that
emphasize the need for learner-centered, flexible, relevant
curricula and culturally aware education are embraced by
this diagnostic method to explain how children read. School
administrators will be able to develop more effective school
reading programs or activities with the assistance of the data
from the Phil-IRI assessment.
RATIONALE
Informal reading inventories are made to give teachers
more information about a student's reading proficiency in
a particular passage so that they can tailor the lesson to
their needs (Rutlledge,1998). The underlying premise is
that a learner's approximate literacy abilities are best
demonstrated by how well he or she performs in authentic
reading and writing activities. This contrasts with formal
reading assessments, which are standardized and
frequently given to compare a student's performance to
that of other students (Weaver, 2014).
RATIONALE
The Functional Literacy Assessment Tool (FLAT) by
World Vision assesses the highest level of reading
that can perform comfortably. This measures the
child’s well-being target on functional literacy with
children nearing the end of primary school, Grade 6
or equivalent. The data from this reading
assessment is required during regular Performance
Implementation Review and Performance
Assessment (PIRPA) from school to regional levels.
RATIONALE

The Comprehensive Rapid Literacy

Assessment is used for Grades 1 to 3 to
identify learners’ reading profiles. The
result of this assessment tool is used to
design appropriate reading instruction.
SCOPE
Guidelines for administering the reading assessment
tools are provided in this division memorandum.
provides the guidelines for the administration of the
reading assessment tools. These tools are
administered to Grades 1 to 10 learners in the
public schools in the Schools Division Office of
Camarines Sur. It defines the responsibilities of the
different levels of governance regarding the
dissemination and utilization of the said tools.
Part III – Definition of Terms

Phil-IRI
Phil-IRI Group Screening Test (GST)
Phil-IRI Graded Passages
a. Phil-IRI Oral Reading Test
b. Phil-IRI Listening Comprehension
c. Phil-IRI Silent Reading Test
Phil-IRI Testing Kit
Functional Literacy Assessment Tool (FLAT)
Part III – Definition of Terms
Comprehensive Rapid Literacy Assessment (CRLA)
a. Beginning of School Year (BoSY) CRLA
b. End of School Year (EoSY) CRLA
c. Full Refresher/Intervention
d. Moderate Refresher/Intervention
e. Light Refresher/Intervention
f. Grade Ready/ Meets Expectation
POLICY STATEMENT
These instructions outline the standardized methods
for using the reading assessment tools mentioned in
this memorandum. This procedure, when applied
and strictly followed, should ensure that:

a. a research-based method of classroom education

can be adopted by teachers and school
administrators;
POLICY STATEMENT

b.instruction in literacy is learner-centered and

sensitive to the needs and strengths of each learner
as well as the group of learners as a whole; and

c. it supports DepEd Order No. 8, s. 2015 “Policy

Guidelines on Classroom Assessment for the K to 12
Basic Education Program”.
PROCEDURE OF ADMINISTRATION
The Curriculum Implementation Division (CID) uploads the Phil-
IRI and FLAT materials before SY 2022-2023 ends. The Public
Schools District Supervisor, School Head In-charge in Reading,
and the Secondary School Reading Coordinators can download
these. They are responsible for equipping all the teachers with
these materials. To ensure that teachers have the complete set of
materials, the schools are advised to use the MOOE funds for
reproduction and distribution. The division and district must
conduct orientation training for teachers on properly
administrating the Phil-IRI and FLAT, which shall be part of the
RAISE CAMSUR LN-Catch Them Early Program and Catch-Up
Program.
PROCEDURE OF ADMINISTRATION
In the implementation of the RAISE CAMSUR LN, the
process of the conduct of the Phil-IRI shall be
contextualized. Phil-IRI Set A shall be used to diagnose
the reading performance of the incoming Grades 3 to 10
learners during the enrolment. Its purpose is to help the
school group the learners and design their reading
program. Phil-IRI Set B and Set Materials shall be used
in the second and third quarters of the school year,
respectively, while Phil-IRI Set D shall be used as the
Post Test a month before the school year ends.
PROCEDURE OF ADMINISTRATION

The graded passages are not to be used as

reading passages for practice reading because
it is an assessment tool for reading. The
District LRCP Core Team shall organize a
Reading Validation Team to conduct a
validation assessment of all Grades 1 to 10
learners using another tool to be provided by
the Division LRCP Core Team.
PROCEDURE OF ADMINISTRATION

The Secondary School’s Reading Core

Team shall conduct a validation
assessment of all incoming Grade 7 two
weeks before the end of the school year to
help them design their Summer Reading
Class in bridging the learners to Grade
7’s content reading abilities.
HOW TO CONDUCT THE PHIL-IRI
STEP 1. Secure a complete set of the Phil-IRI
Testing Kit such as:

1. Phil-IRI Graded Passages for one-on-one

administration – teacher’s copy and learner’s copy

2. Phil-IRI Form 3A: Markahang Papel ng Panggradong

Lebel na Teksto/Phil-IRI Form 3B: Grade Level Passage
Rating Sheet
HOW TO CONDUCT THE PHIL-IRI

c. Phil-IRI Form 4; Talaan ng Indibidwal na

Pagbabasa/Individual Summary Record (ISR)

d. Timer

e. Pen

f. Recording Device
HOW TO CONDUCT THE PHIL-IRI
HOW TO CONDUCT THE PHIL-IRI
HOW TO CONDUCT THE PHIL-IRI
HOW TO CONDUCT THE PHIL-IRI
HOW TO CONDUCT THE PHIL-IRI
e. Compute the Word Recognition (WR) and Comprehension(C) scores
to identify the child’s reading level. If the child’s reading level is
Frustration or Instructional Level, do sub-step f. If it is
Independent Level, do sub-step g. The formula is as follows and
its interpretation:
HOW TO CONDUCT THE PHIL-IRI
HOW TO CONDUCT THE PHIL-IRI
HOW TO CONDUCT THE PHIL-IRI
HOW TO CONDUCT THE PHIL-IRI
HOW TO CONDUCT THE PHIL-IRI
HOW TO CONDUCT THE PHIL-IRI
HOW TO CONDUCT THE PHIL-IRI
HOW TO CONDUCT THE PHIL-IRI
HOW TO CONDUCT THE PHIL-IRI

d. The test administrator shall prepare a report

to the School Reading Coordinator. The
School Reading Coordinator submits the
school’s report to the Public Schools District
Supervisor. The Public Schools District
Supervisor shall also submit the district
report to the Division Literacy Coordinator.
HOW TO CONDUCT THE PHIL-IRI
HOW TO CONDUCT THE PHIL-IRI
HOW TO CONDUCT CRLA
Workshop
HOW TO CONDUCT CRLA
HOW TO CONDUCT CRLA
HOW TO CONDUCT CRLA
HOW TO CONDUCT CRLA
HOW TO CONDUCT FLAT
HOW TO CONDUCT FLAT
HOW TO CONDUCT FLAT
HOW TO CONDUCT FLAT
HOW TO CONDUCT FLAT
HOW TO CONDUCT FLAT
I. Reading Assessment: Roles and Responsibilities

Curriculum Implementation Division

Public Schools District Supervisor
School Heads
Teachers
Dios mabalos po!