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Phil IRI

The Philippine Informal Reading Inventory (Phil-IRI) is an assessment tool designed to measure and describe students' reading performance, developed to support the Every Child A Reader Program. It includes graded passages for oral and silent reading assessments and provides insights into students' reading levels, fluency, and comprehension. The tool is administered to students in Grades 3 to 6, with results used to inform instructional strategies and interventions for improving reading skills.

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0% found this document useful (0 votes)
426 views81 pages

Phil IRI

The Philippine Informal Reading Inventory (Phil-IRI) is an assessment tool designed to measure and describe students' reading performance, developed to support the Every Child A Reader Program. It includes graded passages for oral and silent reading assessments and provides insights into students' reading levels, fluency, and comprehension. The tool is administered to students in Grades 3 to 6, with results used to inform instructional strategies and interventions for improving reading skills.

Uploaded by

Maritel Bonsubre
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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The Philippine

Informal
Reading
Inventory
Manual 2018
The Philippine Informal
Reading Inventory
Manual 2018

Published by the Department of


Education
Secretary: Leonor Magtolis Briones
Undersecretary: Lorna Dig Dino
Assistant Secretary: Nepomuceno A.
Malaluan
What is Phil-IRI?

– The Philippine Informal Reading Inventory (Phil-IRI) was


created to provide classroom teachers a tool for measuring
and describing reading performance.
– It is an assessment tool composed of graded passages
designed to determine a student’s reading level.
– It is important to note that the 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).
– 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.
– 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
– Under the K-12 curriculum, the pupils are introduced to Reading in
Filipino during the first semester of Grade 2 while Reading in English is
introduced during the second semester.
What adjustments were made
in the Phil-IRI selections?
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.
– It may be used to describe decoding and word recognition, fluency and
comprehension.
– The student’s performance in decoding (the ability to read isolated words using
phonics knowledge) and word recognition (the ability to automatically identify
words on sight) is measured through a Reading Miscue Inventory (Phil-IRI Form
3A and 3B: Grade Level Passage Rating Sheet).
What can Phil-IRI tell the
teachers?
– The child is asked to read a passage and each word read incorrectly is
noted and marked.
– In terms of fluency (the ability to read with speed, accuracy and
prosody), the time taken by the child to read a passage is recorded and
the number of words that he/she can read per minute is computed.
– A qualitative description of the child’s manner of reading is described
via a checklist.
– test taker’s comprehension skills (the ability to create meaning) may be
gauged by having the child answer five to eight questions of varying
difficulty based on the graded passage after it has been read.
What can Phil-IRI tell the
teachers?
– When used to assess Silent Reading Comprehension, Phil-IRI may be
used to describe reading speed and comprehension.
– The student’s reading speed is measured by recording the time it
takes the child to read each passage completely.
– Silent reading comprehension is measured by asking the student to
answer five to eight questions of varying difficulty after a passage has
been read.
What can Phil-IRI tell the
teachers?
– When used to assess listening comprehension, the Phil-IRI may be used by
having the student listen to the passages as they are read by the test
administrator and answer five to eight questions of varying difficulty about
each passage.
– For all three types of individual assessments (oral reading comprehension,
listening comprehension and silent reading comprehension), the aim is to
find the learner’s independent, instructional and frustration levels, so that
teachers know what level of reading materials the student can read and
understand well, as well as what level of reading materials the student is
not ready for.
What are flexible ways to use
Phil-IRI?
 Group Reading Level The Phil-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.
 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.
What are flexible ways to use
Phil-IRI?
 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 efficacy of the program or reading interventions conducted by the
school and/or classroom teachers.
 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.
When should the Phil-IRI be
administered?
– The following table below shows the administration schedule of Group
Screening Test and the Individualized Phil-IRI assessments.
– Group assessments must be conducted within class time while Individual
assessments may be conducted outside class hours.
When should the Phil-IRI be
administered?
How long does it take to
administer the Phil-IRI?

– The administration of the Phil-IRI GST for 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.

 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.
B. DESCRIPTION OF THE
PHIL-IRI TESTING KIT

The Phil-IRI Testing Kit consists of the Manual of Administration;


Group Screening Tests for both Filipino and English; Graded
Passages with Comprehension Questions; and the Phil-IRI Forms
Manual of
Administration
– The manual includes information about the Phil-IRI, the directions for the
administration of the test, and instructions for recording and reporting
results.
– It serves as a guide to teachers, principals and supervisors in administering
the tests as well as in recording results.
– The manual should be studied carefully before administering the Phil-IRI
Tests.
– The mechanics of administration are the same for both Filipino and English.
– The manual also contains the Keys to Correction for both the Group
Screening Tests and the Phil-IRI Graded Passages in Filipino and English.
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 Phil-IRI Group Screening
Test
The Phil-IRI Graded Passages
(Sets A, B, C and D)

A. Phil-IRI Oral Reading Test

– 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 Graded Passages
(Sets A, B, C and D)

B. Phil-IRI Listening Comprehension

– 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 Graded Passages
(Sets A, B, C and D)

C. Phil-IRI Silent Reading Test

– 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 Phil-IRI Graded Passages
(Sets A, B, C and D)

– The Graded Passages range from Grade 2 to Grade 7 Readability levels


for English and Grade 1 to Grade 7 Readability levels for Filipino.
– The selections for Grade 2 to Grade 4 are narrative texts, while those
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.
The Phil-IRI Graded Passages
(Sets A, B, C and D)

– Phil-IRI Graded 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.
The Phil-IRI Forms
Phil-IRI Forms for Group
Screening Test (GST)

1) Phil-IRI Form 1A: Talaan ng Pangkatang Pagtatasa ng Klase (PPK) sa Phil-IRI


 The Phil-IRI Form 1A is to be used for the GST in 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.
Phil-IRI Forms for Group
Screening Test (GST)

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
GST in English.
Phil-IRI Forms for Group
Screening Test (GST)

3) 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.
 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).
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.
 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.
Phil-IRI Forms for Graded Passages
Phil-IRI Forms for
Graded Passages

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.
General Directions for
Administration:
The Four Stages
The Four Stages in
the Administration
of Phil-IRI
Stage 1: Initial Screening Using the
Phil-IRI Group Screening Test

Stage 2: Administration of the


Phil-IRI Graded Passages (Pre-test)

Stage 3: Provision of Specialized


Instruction/Intervention

Stage 4: Administration of the


Phil-IRI Graded Passages (Post Test)
General Directions for
Administration
– For SY 2018-2019, the Phil-IRI Group Screening Test (GST) in Filipino must be
administered to Grade 3 to 6 students while the GST in English must be
administered to the Grade 4 to 6 students on the 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).
General Directions for
Administration
– Upon completion of the administration of the GST, the Class Reading Reports
are submitted to the Principal.
– These contain a summary of the students who performed equal or above and
below the cut-off score.
– Refer to Appendix B1, Form 1A: Talaan ng Pangkatang Pagtatasa ng Klase (PPK)
sa Phil-IRI for Filipino or Appendix B2, Form 1B: Class Reading Report (CRR) for
English
General Directions for
Administration
– Students who garner a Raw Score that is lower than 14 (74%) need to undergo further
assessment, as this may be an indication that the student is experiencing difficulty reading
at-level text.
– It is thus necessary to conduct individualized assessment in order to further describe the
child’s reading performance.
– If a student garners a score of 13 and below in the Filipino GST, s/he will be given the Filipino
Graded Passages Pre-Test.
– If the student garners a score of 13 or below in the English GST, s/he will be given the English
Graded Passages Pre-Test.
– Note that it is possible for a student to undergo the Phil-IRI Graded Passages in one or both
languages.
STAGE 2:
Administration of the Phil-IRI Graded Passages
(Pre-Test)
– The Phil-IRI Graded Passages Pre-Tests have a total of four parallel sets (SETS A
to D) that the test-administrator can choose from.
– The administration of the Phil-IRI should begin with the Oral Reading Test.
Figure 2 presents the steps for Stage 2 in greater detail.
STAGE 2:
Administration of the Phil-IRI Graded Passages
(Pre-Test)
STAGE 2:
Administration of the Phil-IRI Graded Passages
(Pre-Test)
Step 1:
– Determine the Starting Point of Graded Passages.
– The first passage that the child should be asked to read aloud must depend on the child’s raw
score in the GST.
a. If the child’s raw score in the GST is 0-7, he/she must be given a passage that is 3 grade
levels below his current level.
b. If the child’s raw score in the GST is 8-13, he/she must be given a passage that is 2
grades below his current level.
– To illustrate, if Pedro, a 5th grader, garnered a Raw Score of 6/20 in the Filipino GST, the first
selection that he must be asked to read should be at 2nd grade level.
– Once the first selection to be read has been identified, the test administrator is ready for Step 2.
STAGE 2:
Administration of the Phil-IRI Graded Passages
(Pre-Test)

Step 2:
– For each passage, compute scores in Word Reading and Comprehension to
identify student’s Reading Levels.
– Using these graded passages, the test administrator must find the student’s
independent, instructional and frustration levels.
– Awareness of a child’s reading levels can help the teacher identify materials that
are suitable for developing the learner’s reading skills.
STAGE 2:
Administration of the Phil-IRI Graded Passages
(Pre-Test)
Step 2:
– Finding the independent level means that we are looking for the grade level passage
that the child can read on his/her own without any assistance.
– To find the independent level, the test administrator continues to give a selection
that is one level lower than a given selection until the child is able to register
performance at 97 to 100% in word reading and 80 to 100% comprehension.
– It is important to find the independent level so that we know the kind of text that the
child is already able to perform well in.
– Providing material at the independent level may serve as a source of motivation or as
a starting point for instruction.
STAGE 2:
Administration of the Phil-IRI Graded Passages
(Pre-Test)

Step 2:
– Finding the instructional level means that we are looking for the grade level
passage that the child can read with the support of a teacher.
– This is the level where students make the most progress in reading.
– To find the instructional level, the test administrator continues to give a selection
that is one level higher than the independent level passage until the learner is
able to register performance at 90 to 96% in word reading and 59 to 79% in
comprehension.
STAGE 2:
Administration of the Phil-IRI Graded Passages
(Pre-Test)

Step 3:
– Administer Listening Comprehension Test (Stage 2a) and Silent Reading Test
(Stage 2b).
– Note that both stages are optional.
STAGE 2:
Administration of the Phil-IRI Graded Passages
(Pre-Test)
Step 3: STAGE 2a:
– After administering the Oral Reading Test, if there is a need to describe the
performance of the child when the reading task is lifted (i.e. especially when the
students have been identified to be non-readers), the 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 2:
Administration of the Phil-IRI Graded Passages
(Pre-Test)

Step 3: 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.
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 (i.e.
remedial reading program) or adjust classroom instruction.
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.
D. 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 or Form 1B: Summary of the
Phil-IRI Group Screening Test Class Reading Record (CRR) for English (See Appendix B1 and B2)
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 (See Appendix A1-A4, B1 and B2)
d. Phil-IRI Group Screening Test Answer Sheets (See Appendix F)
e. Timer f. Pen g. Masking Tape
D. 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 as follows
D. 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 following reminders before testing:
e. Distribute the test booklets.
f. If there are no questions, have them answer the test silently.
D. Specific Directions for the
Administration of the Phil-IRI Group
Screening Test
STEP 5:
Report the Results
a. Fill out Form 1A (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)
D. Specific Directions for the
Administration of the Phil-IRI Group
Screening Test
STEP 5:
Report the Results
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.
E. Specific Directions for the
Administration 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 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)
4. Phil-IRI Form 4: Talaan ng Indibidwal na Pagbabasa / Individual Summary Record (ISR)
(Appendix E)
5. Timer
6. Pen
7. Recording device
E. 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)
E. 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
E. Specific Directions for the
Administration of the Phil-IRI Graded
Passages
E. 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
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
response 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.
E. Specific Directions for the
Administration of the Phil-IRI Graded
Passages
STEP 5:

Assess Performance
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 and read the options which
the test-taker will choose from. Ask the child 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.
E. Specific Directions for the
Administration of the Phil-IRI Graded
Passages
STEP 5:

Assess Performance
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)3 .
E. 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 student 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 (Refer to
Section G: Recording the Speed and Rate in Reading). If the student is
asked to read orally:
3. As the child reads, record the student’s miscues. (Refer to Table 4
under 1 Section G.)
Marking and Scoring the
Miscues
– When administering the Phil-IRI Graded Passages, both the
teacher and the student need to have a copy of the passage to be
read by the student.
– While the student is reading a passage orally, the teacher records
every miscue committed. The guide in marking and scoring the
miscues is shown in Table 4.
Marking and Scoring the
Miscues
Marking and Scoring the
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
Analysis and Interpretation of Word
Reading and Comprehension Level
Qualitative Analysis
Qualitative Analysis
Conducting the Reading
Intervention
– Based on the reading difficulty of the student, a reading intervention program is
designed for him/her.
– Appendix H contains the Handbook on Reading Intervention.
– It discusses some cases of different problems in reading of some pupils and the
recommended intervention.
– It likewise looks into the behavior of some readers, as recorded in Table 9
(word-byword reading, reading on a monotonous tone, disregards punctuation .
. .) and tries to correct these during the reading intervention.
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.
– The behavior during the reading of the selection is compared to the student's
behavior during the pretest.
– It should be noted that only the pupils who got a score of 14 and below during
the Group Screening Test are subjected to further testing through the individual
reading of graded selection.
Conducting the Phil-IRI
Graded Passages Posttest
– 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.
End of Presentations!

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