The Philippine Informal

Reading Inventory
Re-Orientation
The Philippine Informal
Reading Inventory
Re-Orientation
 DepEd Order No. 14, s.2018
Policy Guidelines on the Administration
of the Revised Philippine Informal
Reading Inventory (PHIL-IRI)
 Classroom-based tool

and

reading
performance
priorities improvement

Aim:
Flagship program Make every Filipino child
a reader and a writer in
his/her grade level
appropriate

information
helps assessment
At school level

Will help school

heads plan for
appropriate school
reading programs
or activities for
improved student
learning outcomes
II. Scope of the policy

This DepEd Order provides the guidelines for

the administration of the revised Philippine
Informal Reading Inventory (PHIL-IRI). The
tool is administered for Grades 3 to 6 learners
(Filipino) and 4 to 6 (English) in public
elementary schools nationwide. It defines the
responsibilities of the different levels of
governance pertaining to the dissemination and
utilization of the said tool.
What are flexible ways to use Phil-IRI?
The Phil-IRI may be used to:

Group Reading Level

Individual Reading Level

Monitor Growth and Response to

Intervention

Describe Reading Behaviors

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.
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.
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 to further check the student’s
comprehension skill. This is an optional
activity.
Figure 1: Stages in the Administration of Phil-IRI
STAGE 1

Initial Screening (Phil-IRI Group Screening Test)

Filipino GST : G3 to G6
English GST : G4 to G6
(Class Reading Reports (Form 1A & 1B) to be submitted to the
Principal)

1st QTR If Raw Score is If Raw Score is = or > 14:

< 14: -Student continues receiving
classroom instruction
- Student
-No need to undergo further testing
undergoes -No need for reading remediation
further
assessment
DISCONTINUE
 STAGE 2
Administration of the Phil-IRI Graded Passages
(Individual Administration)
Oral Reading English/Filipino

Administration of the Administration of

Phil-IRI Pretest (Silent the Phil-IRI
1st QTR
Reading English/ Filipino) Listening Pre-Test
(Optional for Readers; for English/ Filipino
Not to be
Administered for Non-
Readers)
 STAGE 3

Provision of Reading Intervention

Student is given
2nd & individualized/small group
3rd instruction(i.e. remedial reading
QTR program)

(see Appendix H for a full discussion of the Handbook on

Suggested Intervention)
 STAGE 4

4th Administration of the Phil-IRI

QTR Posttest
(Feb – (English/Filipino)
March)

(Progress Reports to be
submitted to the Principal)
 Figure 2. Flowchart for the Administration of the Phil-IRI: Stage 2
STAGE 2 Administration of the Oral Reading Test using Phil-IRI Graded
Passages

Step 1: Determine
Starting Point of Graded Passages
(depending on Raw Score in Phil-IRI
GST)

Step 2: For each passage, compute

scores in Word Reading and
Comprehension to identify student’s
Reading Levels (Independent,
Instructional, Frustration levels)
IF performance is at the IF performance is at
INDEPENDENT LEVEL, IF performance is
the INSTRUCTIONAL at the
give a grade level text
that is higher to find the LEVEL, give a text FRUSTRATION
INSTRUCTIONAL LEVEL. that is a grade level LEVEL, give a
IF performance remains higher to find the grade level text
INDEPENDENT, continue FRUSTRATION
that is lower to find
giving a text that is a LEVEL
grade level higher till
the
performance registers at INSTRUCTIONAL
the INSTRUCTIONAL LEVEL.
LEVEL.

Once the FRUSTRATION Once the

IF performance is at LEVEL has been INSTRUCTIONAL
the INSTRUCTIONAL identified, give a grade LEVEL has been
level text lower than the identified, give a
LEVEL, give a grade
starting point to find the grade level text
level higher than the INDEPENDENT LEVEL. lower to find the
last text read till Continue doing so until INDEPENDENT
performance registers performance registers at LEVEL. Repeat
at the FRUSTRATION the INDEPENDENT instructions till
LEVEL. LEVEL is identified. found.
(Optional) Step 3: Administer Listening Comprehension
and Silent Reading

STAGE 2a STAGE 2b
The Listening The Silent Reading
Comprehension test may
Comprehension Test
be administered to further
may be administered to describe the kind of text
those found to be that a child can read
poor/non-readers to independently. This helps
describe their ability to in identifying the kind of
comprehend texts when text that can be used for
classroom activities/seat
the decoding task is
work.
lifted.
 Specific Directions for the Administration of the Phil-IRI
Group Screening Test
TIMELINE 1st Qtr (June-July)
STAGE 1 Phil-IRI Group Screening Test / Filipino GST:G3 to G6 / English GST : G4 to G6

Step 1: Secure an update copy of Step 2: Secure complete set

the class list and attach it to Phil- of the Phil-IRI Testing Kit
IRI Form 1A & 1B. (provided by the School
Head or coordinator).
Step 3: Prepare for Testing.
a. Phil-IRI Manual for
Sabihin: Administration
“Magandang umaga/hapon.
Ako si ____________ b. Phil-IRI Practice Item
Say:
. Sa araw na ito, Charts
hindi tayo magkakaroon ng
“Hello. I am ___________
regular na klase. Bawat isa sa c. Phil-IRI Group
.
(If the test administrator is not
inyo ay bibigyan ng ilang mga Screening Test Forms
babasahin na may mga
the teacher of the students). For
nakalakip na tanong ukol sa d. Phil-IRI Group
this day, we will not be holding
regular class. Each of you will be
inyong binasa. Screening Test Answer
asked to read a set of passages
Basahin nang mabuti ang Sheets
that have corresponding
questions.
talata at sagutan ang mga e. Timer
tanong sa abot ng inyong
makakaya. f. Pen
Read each passage carefully
and answer the questions that
Bibigyan lamang kayo ng 30 g. Masking Tape
minuto para tapusin ang
follow.
pagbasa ng mga talata at
You will only be given 30 minutes
pagsagot sa mga tanong.”
to finish reading the selections
and answer all of the questions.”
 STEP 4: Administer the Phil-IRI Group Screening Test
a. Secure the number of copies necessary for testing
b. b. For smooth administration, give the following reminders
before testing:
REMINDERS MGA PAALALA

1. Avoid talking, eating, and going 1. Iwasan makipag-usap sa katabi at

to the rest magpunta sa banyo habang
room while testing is going on. sinasagutan ang pagsusulit na ito.
2. Do not write on the test 2. Iwasan ang pagsulat/pagmarka sa
booklet. Write your test booklet. Isulat ang mga sagot sa
answers on the answer sheet. sagutang papel.
3. Read all of the selections as 3. Basahin lahat ng seleksyon nang
best as you can. mabuti.
4. Answer all of the questions that 4. Sagutan lahat ng sumusunod na
follow. tanong.
5. If you have a question, please 5. Kung kinakailangan ang paglilinaw,
raise your hand. The teacher will itaas ang kamay para malapitan kayo ng
approach you. guro.
 STEP 5: Assess Performance
1. Ask the motivation and motive questions.
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.
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).
STEP 6: Report Results
Form
3A
Form 3A
Form 4
Form 4
Defining and Marking the
Miscues
• Mispronunciation – when a word or
words is not pronounced or read
properly (pupil reads a word
phonetically)
Text: The children played in the yard.
Reader: playeed
The children played in the yard.

Underline the text and write the phonetic

spelling above it.
• Omission – when a word or words are
omitted.
Text: Tony saw an enormous elephant in the
zoo.
Reader: Tony saw an elephant in the zoo.

Circle the omitted word.

Tony saw an enormous elephant in the

zoo.
• Substitution – When one word is
substituted for another.
Example:
Text: The big horse started to trot.
house
Reader: The big horse started to trot.

Write the word read directly above the correct

word.
house
The big horse started to trot.
• Insertion – When a word or words are
inserted.

Text: His big sister is in school.

Reader: His big sister is in the school.

Indicate it with a caret at the point of

intersection and the word is written
above the caret.
the
His big sister is in ^ school.
• Repetition – when a word /phrase is
repeated.

Text: The red roses are in the lovely

vase.
Reader: The red roses are in the in the
lovely vase

Draw a line from the point at which the

reader decides to retrace his steps to
the point the repetition begins.
• Reversal – when two words are reversed.

Text: The gardener is working in his vegetable

garden.
Reader: The gardener is working in his garden
vegetable.

• Use a proofreader’s symbol for transposition.

The gardener is working in his vegetable

garden.
 Scoring the Oral Reading
Miscues
Type of Marking Example Scoring
Miscue the Miscue
Mispro Underline sleed Count as
nunciation the text and slide 1 error
write the every
phonetic
spelling mispronun
above it. ciation
 Marking the Oral Reading
Miscues
Type of Marking Example Scoring
Miscue the Miscue
Omission Circle the The Count as
omitted 1 error a
unit of a huge word or
language. elephant phrase
  omitted.
 Marking the Oral Reading
Miscues
Type of Marking the Example Scoring
Miscue Miscue
Substitu Write the Count as
tion word monkey 1 error
directly every
monkey
above the substitu
substituted tion
it.
 Marking the Oral Reading Miscues
Type of Marking the Example Scoring
Miscue Miscue

Insertion Use a caret Count a

to show lovely word or a
the^ flowers in
where the the vase phrase
word/s was inserted as
inserted one error.
and write
the word
above the
caret.
 Marking the Oral Reading
Miscues
Type of Marking the Example Scoring
Miscue Miscue
Repeti- Draw a line They Count as
tion from the point found it in one error
at which the the every
reader decides
to retrace his word or
steps to the phrase
point the repeated.
repetition
begins.
 Marking the Oral Reading
Miscues
Type of Marking Example Scoring
Miscue the Miscue
Reversal Write the dab Count as
word/non bad one error
word every
above the reversal
correct made.
word.
 Marking the Oral Reading
Miscues
Type of Marking Example Scoring
Miscue the Miscue
Hesitation A pause is He bought a Count as
marked basket of one error
through an P every
elongated vegetables.
P. hesitation
made.
 Example:
Perdo’s Performance in Oral Reading

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%
 Example:
Pedro’s Performance in Oral Reading

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 Karlo to read it: 1.5mins. (90
seconds)
103 words read = 69 words per minute
90 seconds
Pedro’s reading rate: 69 words per minute
 Computing the Student’s Comprehension of the
Passage

C= No. of correct answers

No. of questions X100= % of comprehension

No. of correct answers: 4

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

Pedro’s comprehension: 57%

Word reading score:15 miscues = 76.9%: Frustration
Comprehension score: 4 out of 7= 57%: Frustration
Reading Rate: 69.5 words per minute

Karlo’s Oral Reading Profile: Frustration

 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

 Table 8. Student’s Reading Profile Per
Passage
 

Word Reading Reading Reading Profile per

Comprehension passage

Independent Independent Independent

Independent Instructional Instructional

Instructional Independent Instructional

Instructional Frustration Frustration

Frustration Instructional Frustration

Frustration Frustration Frustration

Learner’s Individual Record
How Should the Phil-IRI Results Be Used?

• to design or adjust classroom,

small group or individualized
instruction in Reading
• Stage 3: Analysis of reading
difficulties and planning for
intervention
Reading Difficulty: Very poor
word recognition
How does s/he try to decode a word?
How many miscues were recorded?
What type of miscues were made?

What kind of intervention should be

done?
 Examples of Intervention

• Phonological awareness
• Alphabet Knowledge
-identifying each letter of the alphabet
-sounding each letter (in MT or Filipino) or
each consonant (in English)
• Blending the letters to form words
• Explicit instruction on word recognition
Reading Difficulty: Very poor
fluency
• Can read each word but does word-by-
word reading
• Lacks expression in reading
• Disregards punctuation marks
If a pupil does word-by word reading,
does s/he understand what is being
read?

What kind of intervention should be

done?
 Examples of intervention

• Explicit instruction on word

recognition
• Phrase/sentence reading
• Regular oral reading activity
• One-minute reading
 Reading Difficulty: Very poor
comprehension

• Very poor word recognition (PWR)

• Word –by-word reading (F)
• Does not understand most of the words
(V)
• “Can read the whole passage but can’t
understand what is being read.” (C)
 Examples of intervention
• Development of listening comprehension
• Intensive instruction on word recognition
• Vocabulary development
• Regular oral reading activity followed by
exercises on comprehension
• Explicit instruction of comprehension skills
 Planning for Intervention
1. Differentiated activity within a reading
class.
2. Scheduling a special session outside
the regular class:
a. small group among students of
similar needs
b. individual student
 Stage 4: Phil-IRI Posttest

• Is there an improvement in his/her

word recognition skills?
• Can s/he now understand the
passage that s/he reads?
 Analyze the posttest results

Is there reading progress?

What reading difficulties were

addressed?; what reading difficulties still
persist?

What other interventions should be

done?
 Mary Anne I.
Airene V. Orzales
Raymundo
AES- Master Teacher I
AES English Coordinator
Special Acknowledgement to
Mr. Jayson Caraang