ESSENTIAL INFORMATION

ABOUT THE PHIL-IRI

What is Phil-IRI?

was created to provide classroom

teachers a tool for measuring and
describing reading performance.
What is Phil-IRI?

-an assessment tool composed of

graded passages designed to
determine a student’s reading level.
What is Phil-IRI?

only provides an approximation of

the learner’s abilities and may be
used in combination with other
reliable tools of assessment.
Why was the Phil-IRI developed?

The development of the

Phil-IRI is one of the
initiatives put in place in
support of the Every Child A
Reader Program (ECARP).
Why was the Phil-IRI developed?

Before teachers can design and

provide appropriate reading
instruction for their students, they
should be armed with information
about their students’ current
reading levels and abilities.
Why was the Phil-IRI developed?

This diagnostic approach to describing how

children read embraces inclusionary principles
that emphasize the need for education that is
learner-oriented, responsive and culturally
sensitive. The Phil-IRI is one of the diagnostic
tools that teachers can use to determine
students' abilities and needs in reading.
What adjustments were made in the
Phil-IRI selections?
The Revised Phil-IRI was prepared in early 2013,
prior to the introduction of the K-12 Curriculum. The
readability level of the selections for oral and silent
reading were based on the old English and Filipino
curricula and were validated to pupils who were
products of these old curricula; they were taught to read
in Filipino and in English starting in Grade 1.
 What can Phil-IRI tell the teachers?
The Phil-IRI Group Screening Test (GST) can tell
teachers whether students are reading at, above,
or below their grade levels. The individually
administered Phil-IRI Graded Passages can be
used to assess students’ Oral Reading, Silent
Reading Comprehension and/or Listening

Comprehension levels.
Importance of Phil-IRI?

 a. Group Reading Level

 ThePhil-IRI GST can be used to determine a whole

class’ reading level, and identify particular students
who may need more assistance in performing reading
tasks.
 b. Individual Reading Level

 The individually administered Phil-IRI Graded

Passages can be used to determine a
student’s independent, instructional and
frustration levels for three types of literacy
tasks: Oral Reading, Silent Reading, and
Listening Comprehension.
c. Monitor Growth and Response to Intervention

Pretest and Posttest results of the

Phil-IRI can be compared to monitor
growth in students’ reading skills, as
well as determine the eficacy of the
program or reading interventions
conducted by the school and/or
classroom teachers.
 d. Describe Reading Behaviors
 The recording of the student’s oral reading behaviors
during the conduct of the individually administered Phil-
IRI Graded Passages can help the teacher describe a
student’s reading performance and behavior. It
specifies the number of words read per minute, the
cues used for identifying or recognizing words, manner
of reading, etc. Types of miscues as well as types of
comprehension questions answered correctly can also
be analyzed by the teacher to help him/her design
appropriate reading lessons or interventions.
Who needs to take the Phil-IRI?
All students in Grades 3 to 6 will undergo the
Phil-IRI Group Screening Test (GST) in Filipino,
while students in Grades 4 to 6 will undergo the
GST in English. Students identified to be
performing below level of expectation (those with
a total Raw Score below 14 in the Phil-IRI GST)
should undergo further assessment through the
individually administered Phil-IRI graded
passages.
Table 1. Schedule of Phil-IRI Administration

When should the Phil-IRI be administered?

Filipino English
(for Grade 3 to Grade 6 (for Grade 4 to Grade 6
learners) learners)
Type of Test Pretest Posttest Pretest Posttest
Within the Within the
Phil-IRI Group Screening Test first or first or
(GST) second Within second Within
month of the January to month of the January to
school year February of school year February of
the school the school
year year
Individualized Phil-IRI Within a month Within a month
Assessment (only for pupils after the GST after the GST
who did not pass the GST) is administered is administered
How long does it take to administer the Phil-IRI?

The administration of the Phil-IRI GSTfor

a whole class takes approximately 30
minutes. The time it takes to administer the
Phil-IRI Graded Passages would vary for
each student.
 Who can administer the Phil-IRI?

All Filipino subject teachers for Grades 3 to 6 and English

subject teachers for Grades 4 to 6 can administer the Phil-
IRI Group Screening Tests in their respective classes.
ELLN-trained teachers can administer the Phil-IRI Graded
Passages to individual students who need further
assessment
Who can administer the Phil-IRI?

The region and/or division can also conduct training

programs to teachers on the conduct of the Phil-IRI.
Teachers who will administer the Phil-IRI should read
the manual thoroughly and prepare all the necessary
materials and forms prior to the scheduled date of test
administration.
How do we get a copy of the Phil-IRI materials?

The Phil-IRI materials will be uploaded to the Learning

Resource Management Development System (LRMDS)
portal of the DepEd website which can be downloaded
by the teachers, school heads and education
supervisors. Schools are advised to use the MOOE
funds for the reproduction and distribution of the

materials to teachers.
The Phil-IRI Group Screening Test

The Phil-IRI Group Screening Test (GST) is a silently-

administered test in both Filipino and English. Each tool
is composed of a 20-item comprehension test based on
a set of leveled passages for each grade level covering
Grades 3 to 6 in Filipino and Grades 4 to 6 in English.
The passages were written and selected based on
concept load, level of vocabulary used, sentence
complexity, nature of themes and cohesion.
The objective of the GST is to identify
students who need further testing.
Appendix A1 to A4 presents the titles of
passages, kinds of text, and number of
questions per passage, as well as the
Keys to Correction for the GST for
Grades 3 to 6 in Filipino and Grades 4
to 6 in English respectively.
The Phil-IRI Graded Passages (Sets A, B, C and D)

The Phil-IRI Graded Passages is an

informal individualized assessment tool used
to record the student’s performance in oral
reading, silent reading and/or listening

comprehension.
 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 purpose is to
find out how well a student understands the
selection which will be read by the test
administrator. Then the test administrator
reads the multiple choice questions and the
student answers them orally.
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.
The Graded Passages

from Grade 2 to Grade 7 Readability levels

for English and

 Grade 1 to Grade 7 Readability levels for

Filipino.
The Graded Passages
The selections for Grade 2 to Grade 4 are
narrative texts,

from Grades 5 to 7 are expository texts.

The expository texts in Filipino deal with Social

Studies concepts, while those in English focus on
Science concepts.
Phil-IRIGraded Passages
are both in Filipino and English.
For both languages, there are four sets (Sets A, B,
C and D) of passages with a readability level of
Grade 2 to Grade 7 to be used for the pre-test.

Similarly, there are also four sets (Sets A, B, C and

D) of posttest graded passages.
The pre-test and the posttest for each grade level
are comparable in the following:
number of words,
concept load,
level of vocabulary used,
sentence complexity,
nature of themes and cohesion.
 Appendix A5 to A12 presents the titles of passages
used for the Phil-IRI Graded Passages (Pre-Test and

Post Test) in both Filipino and English.
 . The Phil-IRI Forms
 Phil-IRI Form 1A: Talaan ng Pangkatang Pagtatasa ng Klase (PPK) sa Phil-IRI

 The Phil-IRI Form 1Ais to be used for the GSTin Filipino. The
objectives of completing and submitting this form include the
following: a) to identify the types of questions (literal, inferential
or critical) that each child can answer; b) to classify the students
to be recommended for administration of the Phil-IRI tests, c) to
capture the reading performance of the class, thus design
appropriate classroom instruction. This form includes the class
list, the itemized scores of the students according to the types of
questions answered, and their total score
. The Phil-IRI Forms

 2) Phil-IRI Form 1B: Summary of the

Phil-IRI Group Screening Test Class
Reading Record (CRR)

This form has the same content and

objectives as the Phil-IRI Form 1A. Phil-
IRI Form 1B is to be used for the GSTin
English.
. The Phil-IRI Forms


Phil-IRI Form 2: Talaan ng Paaralan sa
Pagbabasa / School Reading Profile (SRP)
 This form presents a summary of a school’s
performance in the GST. Furthermore, it shows the
school’s reading profile, which includes the number
of students who are reading at their level (test scores
≥ 14 out of 20 items), and those who are in need of
further Phil-IRI administration (test scores < 14).
b. Phil-IRI Forms for Graded Passages
 1) Phil-IRI Form 3A: Markahang Papel ng Panggradong Lebel na
Teksto / Phil-IRI Form 3B: Grade Level Passage Rating Sheet

 This form is the rating sheet with the passage to be read (either orally
or silently by the student, or orally by the teacher). The teacher
indicates the time spent by the student in reading the passage.
Likewise, the student’s miscues are marked and summarized, and the
comprehension responses are recorded in this form. This form will
yield the speed and rate in reading, and the reading level for the
passage in both word reading and comprehension. A sample of these
forms are shown in Appendix D1 and D2.
 2) Phil-IRI Form 4: Talaan ng Indibidwal na
Pagbabasa / Individual Summary Record (ISR)

 This form summarizes the performance

and level of each learner in word reading
and comprehension in all the administered
Phil-IRI. It also indicates the oral reading
behaviors exhibited by the student. A
sample of this form is shown in Appendix
E.
THANK YOU
STAGES ON THE
ADMINISTRATION OF THE
REVISED PHIL-IRI
 STAGE 1 -GROUP SCREENING TEST
• Filipino must be administered to Grade 3 to 6 students
• English must be administered to the Grade 4 to 6 students
• first month of the school year
• It is a 20-item multiple choice test that the test takers must
accomplish within 30 minutes.
• This should be administered during class time. By the end of
July, the learner must have completed 2 tests (1 in English; 1 in
Filipino).
 Stage 2
Administration
Of the Graded
Passages
(pretest)
 STEPS
1. Determine starting point of Graded Passages
# look at the scores of the GST

a. Score 0-7—Three levels down

b.Scores 8-13—TWO Levels down
 STEPS
2. to identify student’s Reading Level for each
passage compute score

> word reading (WR)

 Comprehension
 After determining

If the performance is at the

independent level-give a level txt

higher to find the instructional level

If the performance REMAINS independent,

continue giving a text that is grade level higher till

performance registers at the instructional level

• If the performance is at the INSTRUCTIONAL

LEVEL, give a grade level text higher than the

last text read till performance registers at the

frustration level
Once frustration level has been identified.
Stop the administration.
Repeat instructions till found the
three reading level of each pupil.
 STEP 3 ( OPTIONAL)

The listening Comprehension Test may be

administered to those found poor/non
readers to describe their ability to
comprehend texts when the decoding
task is lifted
 STEP 3 ( OPTIONAL)

The Silent Reading Comprehension test may be

administered to further describe the kind of
text that the child can read independently.
 TO ILLUSTRATE 48

•If Pedro , a fifth grader garnered a

GST score of 6/20 in the Filipino,
the first selection that he must read
should be at 2 grade level
nd
 49

TO ILLUSTRATE

The test administrator gave Pedro a 2nd

grade passage, and his performance

registered at the independent level for
that passage
 50

TO ILLUSTRATE
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.
 51

TO ILLUSTRATE

The test administrator now has Pedro’s independent,

instructional and frustration level

DURING THE ADMINISTRATION OF THE
GRADED PASSAGES
• Ask the motive questions/ never translate in the
vernacular
• Record the miscues of each pupil in each passage
• Record the time consume
• Record the behavior a pupil manifested during reading
 DURING THE ADMINISTRATION OF THE
GRADED PASSAGES
• Each student has his own copy of the passage, that copy of the passage is
used for miscues markings and in answering the comprehension questions

• Teacher has his/her own sets of the passages for the learners to read.

• Teacher will be given also the list and symbols of the miscues and the
corresponding symbols for markings.
 SPECIFIC DIRECTIONS FOR THE
ADMINSTRATION 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 Graded Passages
• A. Phil-IRI Manual
• Phil-IRI Test Booklets for one-on-one administration ( Teacher’s copy and
student’s)
• Forms 3A/3B/ Appendix D1/D2
• Phil-IRI Form 4-Appendix E
• Timer
• Pencil
• Recording Device
 SPECIFIC DIRECTIONS FOR THE ADMINSTRATION OF
THE PHIL-IRI GRADED PASSAGES
• Step 3: Set Up the Testing Area
• Step 4: Prepare for Testing
• Step 5: Assess Performance
• A. Orient the test-taker, establish rapport, and administer the test
SPECIFIC DIRECTIONS FOR THE ADMINSTRATION
OF THE PHIL-IRI GRADED PASSAGES

• B. Procedure
• 1. Ask the motivation and motive questions.

• 2. Let the pupil read/listen to the selection

• 3. After reading show the multiple choice items on the students booklet.

• 4. If I don’t know is the answer mark X

• 5. If He/She wants to go back to the selection, he/she may do so but marked that item
as LB( looked back
• Step 3:

• Administer Listening Comprehension Test

(Stage 2a)

• Silent Reading Test (Stage 2b). Note that both

stages are optional.
 STAGE 2A:
Listening Comprehension Test may be
administered. The process of finding the
independent, instructional and frustration levels are
the same except that the passages are no longer
read by the student and instead are read by the test
administrator. After each selection has been
listened to, the test administrator reads the multiple
choice questions that the students must respond to
orally.
STAGE 2B:

• After administering the Listening Comprehension Test, if there is a need to

describe the performance of the child when doing the reading task on his/her own,

the Silent Reading Comprehension Test may be administered. The process of

finding the independent, instructional and frustration levels are the same except

that the time it takes for the student to finish reading each passage is recorded by

the test administrator. After each selection has been read, the test administrator

reads the multiple-choice questions that the students must respond to orally.
•
•Step 6: Report Results
 STAGE 3

Provision of Specialized
Instruction/Reading Intervention
 STAGE 4
•Administration of the Phil-IRI Graded Passages (Posttest)
•After receiving specialized instruction, the students will be re-assessed
using the Phil-IRI Posttest Forms. The Phil-IRI Posttests have a total of 4
parallel sets (SETS A-D) that the test-administrator can choose from. Using
these graded passages, the test administrator must again identify the
student’s independent, instructional and frustration levels. The posttest
results may be compared with the pre-test results.
• Education is not the filling of a PAIL,

• but the lighting of a fire.

W.B.Yeats
The Philippine Informal
Reading Inventory
Manual 2018
MARKING AND SCORING
THE
ORAL READING TEST
THINGS TO CONSIDER IN CONDUCTING
THE ORAL READING TEST:
1. To identify the student’s miscues in oral reading.
2. To record the number of words that a student reads
per minute.
3. To find out how well a student understands the
passage read.
When administering the PHIL-IRI
Graded Passages, the teacher records
every miscue committed by the
student as shown in
Table 4.
 Table 4. Marking and Scoring the Oral Reading Miscues

Types of Marking the Example Scoring

Miscues Miscue
Mispronunciation Underline the text Count as one
and write the sleed error every
phonetic spelling slide mispronunciation
above it
Omission Circle the omitted The
huge
Count as one
unit of a language elephant. error a word or a
phrase
Substitution Underline the text money Count as one
and write the monkey error every
substituted word substitution
above it
Insertion Use a caret to show
where the word/s
lovely Count a word or a
The ^flowers in phrase inserted as
was inserted and the vase. one error
write the word
above the caret
 Types of Marking the Example Scoring
Miscues Miscue
Repetition Underline the They found it Count as one
portion of the text in the error every word
that was repeated. or phrase
repeated
Transpositio Use a The girl s pretty Count as one
transpositional error every
n symbol over and transposition
under the letters made.
or words
transposed
Reversal Write the word/ Count as one
non word above dab error every
the correct word bad substitution
 TABLE 5: SUMMARY OF MISCUES
Types of Miscues Number of Miscues
( Uri ng Mali ) ( Bilang ng Salitang Mali ang basa )
1. Mispronunciation ( Maling Bigkas )
2. Omission ( Pagkakaltas )
3. Substitution ( Pagpapalit )
4. Insertion ( Pagsisingit )
5. Repetition ( Pag-uulit )
6. Transposition ( Pagpapalit ng lugar )
7. Reversal ( Paglilipat )

Total Miscues ( Kabuuan )

Number of Words in the Passage
Oral Reading Score
Reading Level ( Antas ng Pagbasa )
Computing the Oral Reading Score per Passage

Oral Reading Score:

the number of words – number of miscues X 100
number of words

Example: Pedro’s Performance in Oral Reading

No. of words in the passage: 65
No. of miscues: 15
65–15= 50 x 100 = 76.9 %
65

Pedro’s rating in oral reading is 76.9 %

Recording the Speed and Rate in Oral Reading

Reading Speed:
No. of words read X 60
Reading time in seconds

No. of words in the passage: 103

No. of minutes it took Pedro to read it: 1.5mins.
(90 seconds)

103 words read X 60= 69 words per minute

90 seconds
Pedro’s reading speed : 69 words per minute
Computing the Student’s Comprehension of the Passage

C = No. of correct answers X 100 = % of comprehension

No. of questions

No. of correct answers: 4

Total no. of questions: 7
4/7 = 57

Pedro’s comprehension: 57%

TABLE 6: Table of Percentage for
Comprehension Scores
No. of Items Score in %
Comprehension
5 100
4 80

5 3 60
2 40
1 20
TABLE 6: Table of Percentage for
Comprehension Scores

No. of Items Score in %

Comprehension
6 100
5 83

6 4 67
3 50
2 33
1 17
TABLE 6: Table of Percentage for
Comprehension Scores
No. of Items Score in %
Comprehension
7 100
6 86
7 5 71
4 57
3 43
2 29
1 14
 TABLE 6: Table of Percentage for
Comprehension Scores
No. of Items Score in %
Comprehension

8 100
7 88
6 75
8 5 63
4 50
3 38
2 25
1 13
Analysis and Interpretation of Word Reading and
Comprehension Level
Table 7: Phil – IRI Oral Reading Profile
Oral Reading Word Reading Comprehension
Level Score ( in % ) Score ( in % )

Independent 97 – 100 % 80 – 100 %

Instructional 90 – 96 % 59 % - 79 %

Frustration 89 % and below 58 % and below

Example:

Pedro’s word reading and comprehension scores are as follows:

Word Reading Score: 15 miscues = 76%: FRUSTRATION

Comprehension Score: 4 out of 7 = 57%: FRUSTRATION

Reading Rate: 69 words per minute

Pedro’s Oral Reading Profile: FRUSTRATION

Table 8: Student’s Reading Profile Per Passage

Word Recognition Reading Reading Profile

Comprehension Per Passage

Independent Independent Independent

Independent Instructional Instructional

Instructional Independent Instructional

Instructional Frustration Frustration

Frustration Instructional Frustration

Frustration Frustration Frustration

 Table 9: Oral Reading Observation Checklist

Behaviors while Reading / or X

( Paraan ng Pagbabasa )
Does word-by-word reading
( Nagbabasa nang pa-isa isang salita )
Lacks expression; reads in a monotonous tone
( Walang damdamin; walang pagbabago ang tono )
Voice is hardly audible
( Hindi madaling marinig ang boses )
Disregards punctuation
( Hindi pinapansin ang mga bantas )
Points to each word with his/her finger
( Itinuturo ang bawat salita )
Employs little or no method of analysis
( Bahagya o walang paraan ng pagsusuri )
Other observations:
( Ibang Puna )
 Behaviors while Reading / or X

Paraan ng Pagbabasa
Does word-by-word reading
(Nagbabasa nang pa-isa isang
salita)
Lacks expression; reads in a
monotonous tone (Walang
damdamin; walang pagbabago ang
tono)
Voice is hardly audible
(Hindi madaling marinig ang boses)
Disregards punctuation
(Hindi pinanpansin ang mga bantas)

Points to each word with

his/her finger (Itinuturo ang
bawat salita)

Employs little or no method of

analysis (Bahagya o walang
paraan ng pagsusuri)

Other observations:
(Ibang Puna)
THANK YOU!!!!