Acknowledgement Preface Part I Manual of Administration Background Information for Teachers Test Materials Important Information for Administrators

Mechanics of Administration Glossar

ii iv

1 2 4 4

1! Part II Phil"I#I $ral Test Materials %&nglish' Teacher(s )op %Pretest and Posttest' Pupil(s )op %Pretest and Posttest' Phil"I#I $ral Test Materials %*ilipino' +ipi Para +a Guro %Panimula at Panapos na Pagtata a' +ipi Para +a Mag"aaral %Panimula at Panapos na Pagtata a'

Part III

Note: Phil-IRI Recording Forms shall be downloaded to the Phil-IRI website: www.phil-iri.com

Philippine Informal Reading Inventory

English Team
,ame 1/ Minerva -avid 2/ 0olita de 0eon 1/ 2asmin Pama 4/ )atalina -/ )redo 3/ )oncordia 0lo4rera !/ Grace Talosig 5/ Melod Grace 0lona 6/ Mona 0isa Pondales 7/ Thea 2o G/ Manalo 18/ Belen A/ +i4al 11/ Merr #uth M/ Gutierre9 -esignation Principal Master Teacher II Asst/ +chools -ivision +upt/ &ducation +upervisor I Assistant )hief *acult Principal Teacher &ducation Program +pecialist II Assistant )hief: &&- %#etired' *acult %writer and editor' $ffice.Agenc -ep&- #i9al -ep&- #i9al -ep&- #o;as )it -ep&- ,egros $riental -ep&- )A# Philippine ,ormal <niversit -ep&+--: B&& -ep&- #egion II Philippine ,ormal <niversit

Filipino Team
,ame 0ualhati =/ Ga4riel 2/ *e T/ T 1/ 0olita 0/ )arantes 4/ 0erma 2anda 3/ Arnel )ata>uis !/ &lvira +eguerra 5/ #a>uel Pi?on 6/ -oris de 2oseph 7/ 2o ann +T Gutierre9 18/ Mar 2ane @alili 11/ &vel n ,aval 12/ 2ose ,a4a9a 11/ &li9a4eth G/ $wit 14/ 2ean A/ A4ad 1/ -esignation Master Teacher &ducation +upervisor I )hief: +pecial &vents -ivision Assistant )hief: A0+ &ducation +upervisor I Principal Principal Principal Principal Principal Principal Principal &ducation Program +pecialist II Ariter and &ditor $ffice.Agenc -ep&- Bulacan -ep&- ,orthern +amar -ep&- )A# -ep&- #egion I=" Mimaropa -ep&- $riental Mindoro -ep&- #i9al -ep&- #i9al -ep&- #i9al -ep&- Antipolo )it -ep&- Antipolo )it -ep&-ep&+--: B&& -ane Pu4lishing: Bue9on )it

Philippine Informal Reading Inventory

Consultants
English Merr #uth M/ Gutierre9 *acult : )ollege of 0anguages 0inguistics and 0iterature Philippine ,ormal <niversit Taft Avenue: Manila Filipino Aurea 2ean A/ A4ad &ditor: -ane Pu4lishing Mindanao Avenue: Bue9on )it

Project Management Staff

Colanda +/ BuiDano Angelita M/ &sdicul *e M/ =illalino -irector I=: B&& -irector III: B&& )hief +taff -evelopment -ivision: B&&

Project Coordinators/Writers
%&nglish.*ilipino'
2ocel n +/ Tuguina o 0iga a G/ Ilagan Pa9 0evita =/ Galapir 2aime B/ Bunga +r/ &ducation Program +pecialist &ducation Program +pecialist II &ducation Program +pecialist II &ducation Program +pecialist II

Support Staff
Glenda M/ Granado9in Glotilde G/ de Gu9man #ommel 0iwanag #onald #osales
Philippine Informal Reading Inventory

Administrative Assistant I Administrative Aide III Administrative Aide I Administrative Aide I

iii

Philippine Informal Reading Inventory

PREFACE
The Philippine Informal #eading Inventor %Phil"I#I' is an initiative of the Bureau of &lementar &ducation E -epartment of &ducation that directl addresses its thrust to make ever *ilipino child a reader/ It is anchored on the flagship program of the -epartment F&ver )hild A #eader Program:G the goal of which is to ena4le ever *ilipino child to communicate 4oth in &nglish and *ilipino through effective reading instruction/ The Phil"I#I is an assessment tool that evaluates the reading proficienc level of elementar school pupils/ It is the first validated instrument that intends to measure the pupils( reading comprehension level/ The pupil(s word recognition and comprehension a4ilit as well as his.her reading speed are informall assessed >uantitativel and >ualitativel through stories and passages/ The results present the reading profile of pu4lic elementar schools nationwide/ The entire set of Phil"I#I consists of four assessment tools namel H the 1' Phil"I#I"$ral %&nglish': 2' Phil"I#I"+peed and )omprehension %&nglish': 1' Phil" I#I"$ral %*ilipino' and 4' Phil"I#I"+peed and )omprehension %*ilipino'/ These assessment tools are packaged in two setsH Phil"I#I E $ral Test %&nglish and *ilipino' and Phil"I#I E +peed and )omprehension %&nglish and *ilipino'/ &ach set of Phil"I#I comes with a manual of administration and the test materials/ Starting SY 2010-2011 the recording !orms shall be downloaded to the Phil-IRI website: www.phil-iri.com/ &ach manual provides all the necessar information a4out the reading inventor and the instruction for administration/ &ach Phil"I#I assessment tool focuses on evaluation of specific pupils( reading a4ilit / The Phil"I#I oral assessment tools %&nglish and *ilipino' attempt to measure the pupils( comprehension level vis"a"vis fluenc within the conte;t of oral assessment/ $n the other hand: the Phil"I#I speed and comprehension assessment tools %&nglish and *ilipino' aim to measure the pupils( comprehension level within a specific time frame/ Ahen the pupils are administered with all four assessment tools: the teachers will have a more comprehensive view of their pupils( reading a4ilities whether the conte;t of evaluation is silent or oral/

Philippine Informal Reading Inventory

PHILIPPINE INFORMAL READING INVENTORY (Phil-IRI)-ORAL iv TEST

A. BACKGROUND INFORMATION FOR TEACHERS (BIT) The Informal #eading Inventor %I#I' is one of the most useful classroom tools in assessing a pupil(s reading a4ilit / It can give the teachers information on the level of their pupils( performance in reading 4 actual o4servation/ A t pical I#I is administered individuall and consists of graded stories followed 4 comprehension >uestions of different dimensions/ -epending on the purpose: an I#I ma contain comprehension >uestions on a few or more of the following reading skillsH getting the main idea: inferencing: se>uencing events: finding cause"effect relationships: and noting details/ Most I#Is would include measures of word miscues and comprehension as well as provision for pupil retelling of the passage read/ Thus: the I#I provides the teachers with a comprehensive profile of their pupils( a4ilit in reading: whether orall or silentl : including their reading ha4its and attitudes/ The teachers ma then use these information in planning their classroom reading instruction/ The Philippine Informal #eading Inventor %Phil"I#I'"$ral Test is one variation of I#I/ It is adapted in the conte;t of I#I to help teachers determine the reading a4ilities and needs of their pupils inorder to provide 4ases for planning their classroom instruction/ The Phil"I#I"$ral Test is an informal measure that assesses the pupils( word identification: voca4ular and comprehension skills in oral reading/ It consists of graded reading passages from Grade I to Grade =I/ &ach graded passage is followed 4 3"5 comprehension >uestions/ The >uestions are categori9ed into three dimensions namel literal: interpretive and applied/ The critical >uestions are su4sumed in the applied dimension/ The definitions of each dimension can 4e found in the glossar of this manual/ The passages ma either 4e narrative and e;positor te;ts/ The are carefull written to ensure that the characters: setting and plot appeal to the children/ The are culture"neutral: gender"free and without 4iases against religion: ethnicit .race and socio"economic status/ The are also laden with values and real" life lessons/ The Phil"I#I"$ral Test gives 4oth >uantitative and >ualitative information a4out the pupil(s oral reading capa4ilities/ Buantitative information shows the reading levels namel H frustration: instructional and independent/ Bualitative information emphasi9es word recognition: patterns of word errors: comprehension strengths and difficulties as well as oral reading 4ehaviors and attitudes/ It also reveals the reading growth of the pupils over time/ The information in the Phil"I#I"$ral Test should help the teachers: school managers and divisions plan appropriate interventions and strategies in teaching reading/

Philippine Informal Reading Inventory

The Phil"I#I"$ral Test uses predetermined set of criteria in identif ing the reading levels of the pupils/ These criteria include the percentage of word recognition accurac and the percentage of correct answers to comprehension >uestions/ It has adapted the set of criteria for the reading levels proposed 4 2ohnson: Iress and Pikulski %1765'/ Ta4le 1 shows the Phil"I#I" $ral Test criteria/
Table 1. Phil-IRI Oral Te ! Cri!eria

Level Independent Instructional *rustration

Word Recognition (WR) 75"188J 78 " 7!J 67J 4elow

and and or

Comprehension 68J " 188J 37J " 57J 36J " 4elow

*or purposes of the Phil"I#I: non"readers are also identified/ ,on"readers are pupils who are una4leH to recogni9e and sound out letter"sound connections for single consonantsK to recogni9e and sound out letter"sound connections for some consonant 4lendsK to 4lend consonants and vowels in simple one"word %cvc: ccvc: cvcc' patternsK and to distinguish among long and short vowels that follow rules/ The Phil"I#I"$ral Test has the same limitations of a t pical I#I/ Its findings are to 4e interpreted cautiousl and are not to 4e thought of as a4solute measure and encompassing of the total pupil(s reading a4ilit / The Phil"I#I onl provides an appro;imation of the pupil(s a4ilit in word recognition and comprehension within his.her grade level/ The findings are to 4e regarded onl as Fver tentative indicators of the pupil(s reading levels and competencies to modif : when necessar : a classroom reading programG %Miller: 1773'/ B. TEST MATERIA"S The Phil-IRI-Oral Te ! package consists of the Manual of Administration: Teacher(s )op and Pupil(s )op / Below are the descriptions of the materialsH 1. Ma#$al %& A'(i#i !ra!i%# The manual includes the Background Information for the Teachers: the mechanics 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 4e studied carefull 4efore administering the Phil"I#I"$ral Test/ The mechanics of administration are the same for 4oth &nglish and *ilipino/ Thus: onl one manual will 4e printed for 4oth &nglish and *ilipino Phil"I#I/

Philippine Informal Reading Inventory

).

Tea*her+ C%,The teacher materials for the Phil"I#I" $ral Test consist of the following formsH Phil-IRI Form 1: Grade Level Passage Rating heet " This is the rating sheet which the teacher marks as the pupil reads the grade level passage/ The rating sheet contains the passage to 4e read 4 the pupil/ It has 4een formatted to allow the teacher to place his.her marks for each pupil in 4oth word reading miscues and the responses to comprehension >uestions on the sheet itself/ The teacher should ensure that each pupil is provided with this form/ Phil-IRI Form !: Individ"al "mmar# Record " This form serves to summari9e the performance of each pupil/ The teacher should transfer the marks of the pupil in the Phil"I#I *orm 1 to his.her individual Phil"I#I *orm 2/ Phil-IRI Form $: Class Reading Pro%ile E This form shows the class reading profile/ The teacher should fill this with the data from pupils( Phil"I#I *orms 1 and 2/ @e.she should su4mit this form to the principal.school head who will consolidate all the class profiles to esta4lish the school reading profile/

.. P$,il+ C%,The pupil(s cop is the test material itself which consists of the graded $ral #eading Passages from Grade I to Grade =I/ The oral reading passages are either paragraphs: stories or passages that the pupils read orall / &ach paragraph.stor .passage is preceded 4 a prompt to motivate pupils to read the selection/ The prompt activates the prior knowledge of the pupils/ This is an idea that supports the interactive nature of reading/ &ach carefull written oral reading passage is followed 4 a set of comprehension >uestions categori9ed as literal: interpretive and applied/ /. O!her Phil-IRI F%r( "to be downloaded at Phil-IRI website: www.phil-iri.com# The following Phil"I#I $ral Test forms shall 4e accomplished and su4mitted to the offices indicated 4elowH &ame o% Forms Who Will 'ccomplish Where to "(mit
1/ Phil"I#I *orm 4 %+chool #eading Profile' 2/ Phil"I#I *orm 3 %-istrict #eading Profile' 1/ Phil"I#I *orm ! %-ivision #eading Profile' 4/ Phil"I#I *orm 5 %#egional #eading Profile'
Philippine Informal Reading Inventory

Principal.+chool @ead -istrict +upervisor -ivision &nglish.*ilipino +upervisor #egional &nglish.*ilipino +upervisor

-istrict $ffice -ivision $ffice #egional $ffice B&& )entral $ffice

C. IMPORTANT INFORMATION FOR ADMINISTRATORS All schools should administer the Phil"I#I $ral Test in &nglish and *ilipino/ *or +C 2818"2811: the B&& will provide a cop of Phil"I#I package for all the regions and divisions/ The regions shall reproduce and distri4ute the tools to all schools using the downloaded funds in support to &A)#P activities %-ep&- Memo ,o/ 15: s/ 2818'/ The region and division &nglish and *ilipino supervisors and district supervisors should orient the school heads 4efore the administration of the Phil" I#I/ The supervisors are also advised to monitor the schools in their administration of the Phil"I#I $ral test/ +chool heads should make sure that all teachers are oriented on the mechanics of administration 4efore the conduct of Phil"I#I test/ The should also ensure that all the necessar tests and forms are reproduced according to the num4er of pupils taking the test/ In reporting the district: division and regional progress in the Phil"I#I E $ral test: onl the data of pupils who were a4le to take 4oth pretest and posttest should 4e included/ The school head should use the results of pupils who took onl either the pretest or the posttest in planning appropriate school interventions in reading/ D. MECHANICS OF ADMINISTRATION Important &otes: Before administering the Phil"I#I"$ral Test: the teacher should note the dates of administration for 4oth pretest and posttest/ The teacher should at all times keep the assessment tool with $!(% ! *%#&i'e#!iali!#/ )he test materials sho"ld not in 1 an# *a# (e posted or e+posed to p"pils e+cept d"ring the administration o% the pretest and posttest, The ,re!e ! of the Phil"I#I"$ral Test shall 4e conducted at the start of the school ear (0$#e-0$l-' to Grades II"=I pupils/ This ma 4e administered on a staggered 4asis within the prescri4ed period/ *or Gra'e I1 the pretest shall 4e given at the end of the first semester or O*!%ber in as much as the still have to undergo the &nhanced 6"week )urriculum/ The pretest results will 4e utili9ed 4 the teacher.school head for planning a sound school"4ased reading program to improve the reading proficienc of the pupils/ The ,% !!e ! shall 4e administered at the end of the school ear (Febr$ar- Mar*h) to Grades I"=I pupils/ The results will reveal the progress achieved 4 the pupils during the school ear/ In reporting the progress in Phil"I#I $ral test: include onl the data of pupils who were a4le to take 4oth pretest and posttest/
Philippine Informal Reading Inventory 9

+ince: the teacher cannot assess the progress of his.her pupils who either took onl the pretest or the posttest: the teachers are advised to use the availa4le data to plan for the appropriate reading program for these pupils/ $his is an in!ormal test. It sho%ld be cond%cted indi&id%all' and as m%ch as possible not d%ring classes. $he teacher ma' %se the time !or reading !or the cond%ct o! Phil-IRI as long as the other p%pils are (ept b%s' with seatwor(.

S!e, 12

Preparator# 'ctivities

The following preparations shall 4e done 4efore conducting the testH 1/ +ecure copies from the $ffice of the Principal or +chool @ead the following forms for each pupil in our classH Phil"I#I *orm 1" Grade 0evel Passage #ating +heet Phil"I#I *orm 2 " Individual +ummar #ecord 2/ &nsure that ou have a cop of the graded passage for our grade level %pupil(s cop ' and the Phil"I#I *orm 1 " )lass #eading Profile 1/ *amiliari9e ourself with the test materials and the accompan ing forms/ 4/ Mount the pupil(s cop of the grade level passage on card4oard for ease of administration/ &nsure that the testing area is well"ventilated: well"lighted and free from distractions/ S!e, )2 'dministering the Grade Level Passage

1/ Give the pupil the passage for his.her grade level/ #ead the P#$MPT/ The prompt is necessar to activate the pupil(s prior knowledge a4out the passage/ It will also motivate the pupil to 4e interested in the passage which Appendi; B will put him.her at ease during reading/ 2/ Ask the pupil to read the passage of his.her grade level orall / If the pupil hesitates and looks at ou for assurance: encourage him.her to go on/ 1/ As the pupil reads: mark all errors on the pupil(s individual Phil"I#I *orm 1" Grade 0evel Passage #ating +heet . Be guided in marking this sheet 4 Aord #ecognition &rror Marking + stem for &nglish and *ilipino/
Philippine Informal Reading Inventory

10

A sample accomplished Phil"I#I *orm 1 also follows/

3ORD-RECOGNITION ERROR MARKING S4STEM FOR GRADED PASSAGES

%Bata an sa Pagmamarka ng mga Iamalian' Mi *$e Mispronunciation
%Maling Bigkas'

Mar5i#6 4otters 4rothers polan oplan dear

C%((e#! The pupil attempts to pronounce the word 4ut produces a nonsense word: rather than a real one/

+u4stitution %Pagpapalit'

their sakit karamdaman

The pupil su4stitutes a real word that is incorrect/

#efusal to pronounce
%Pagtangging Bumasa'

l ing tu4erculosis up star in the sk na nito ang

The pupil neither pronounces the word nor attempts to do so/ The teacher pronounces the word so that testing can continue/

Insertion
%Pagsisingit'

The pupil inserts a word or a series of words that does not appear in the te;t/

$mission
%Pagkakaltas'

to

make a wish sanggol The pupil omits a word or a continuous se>uence of words in the te;t 4ut continues to read/ The pupil repeats one or more words that have 4een read/ Groups of adDacent words that are repeated count as one repetition/ The pupil reverses the order of words or letters/

sa mga #epetition
%Pag"uulit'

the saw a shooting isinasagawa

#eversal
%Pag4a4aligtad ng a os ng mga salita'

ou have seen 4uwan ng mga sanggol

Philippine Informal Reading Inventory

11

Phil-IRI Form 1

Sample .ccomplished Indi&id%al /rade -e&el Passage "$eacher holds this sheet#

,ameH )hristine Mercado

Grade and +ectionH ="#ose

Pr%(,!2 )hat do 'o% see in the s(' at night* Find o%t in the stor' what +ann' and ,oe' saw one clear night and what the' did abo%t it.

3i h U,%# A S!ar 4otters dear Two 4rothers: -ann and 2oe : were l ing on the soft grass outside their house/ The were watching and comparing which star was the 4rightest/ F@ave ou seen a shooting starLG asked -ann / F,ot et/ answered 2oe / Mother told me to make a wish when I see one:G

F*unn M But *ather said that: too:G said -ann / up

F+uddenl : the saw a shooting star

in the sk /
Gr/ = ,o/ of AordsH !4

7$e !i%# 2 -iteral: 1/ Aho were the two 4rothersL AnswerH +ann' and ,oe' 2/ Ahere were the L AnswerH o%tside the ho%se la'ing on the so!t grass

Interpreti&e

Philippine Informal Reading Inventory

12

Phil-IRI Form 1

Sample .ccomplished Indi&id%al /rade -e&el Passage "$eacher holds this sheet#

,ameH #ichard Bautista

Grade and +ectionH ="#osal

Pagganyak: Bakit kailangang magpabakuna? Tunghayan mo kung gaano kahalaga ang bakuna. Oplan Oplan Ali Ali --Disease Disease!! Inil"n Inil"n a# a#

Ang Ang Oplan Oplan AlisAlis-Disease Disease ay ay isang isang proyekto proyekto ng ng pamahalaan pamahalaan sa sa pangunguna pangunguna ng ng Kagawaran Kagawaran ng ng Kalusugan Kalusugan na na pinamunuan pinamunuan ni ni dating dating Kalihim Kalihim Juan Juan C. C. la!ier. la!ier.

polan

Kaugnay Kaugnay ng ng proyektong proyektong ito ito ang ang pagbabakuna pagbabakuna sa sa mga mga sanggol sanggol na na mga mga bagong bagong silang silang hanggang hanggang unang unang taon. taon. "ayunin "ayunin nito nito kumapit kumapit sa sa kanilang kanilang katawan. katawan.
pagbakuna sakit na ng karamdamang maaaring ang ang malabanan malabanan ang ang anumang anumang uri uri ng karamdamang maaaring

pagbakuna

Ayon Ayon sa sa mga mga nars nars ng ng mga mga health health centers, centers, ang ang pagbabakuna pagbabakuna laban laban sa sa tuberculosis tuberculosis ay ay dapat dapat isagawa isagawa pagkapanganak pagkapanganak pa pa lamang lamang sa sa mga mga sanggol. sanggol. #agkaraan #agkaraan ng ng anim anim na na linggo linggo ay ay babakunahan babakunahan naman naman sila sila para para sa sa tusperina$ tusperina$ tetano tetano at at polio polio.. Ang Ang bakuna bakuna para para sa sa tigdas tigdas ay ay isinasagawa isinasagawa sa sa ikasiyam ikasiyam na na buwan buwan ng ng mga mga sanggol. sanggol.
bakuna pagkaanak

Batay Batay sa sa resulta resulta ng ng pag-aaral$ pag-aaral$ libu-libong libu-libong bata bata ang ang namamatay namamatay sa sa bansa bansa taun-taon taun-taon dahil dahil sa sa
namatay

limang limang pangunahing pangunahing sakit sakit na na tigdas$ tigdas$ tuberculosis tuberculosis$$ polio polio$$ dipteria dipteria at at tetano. tetano.

%r. %r. & & Bilang Bilang ng ng mga mga 'alita: 'alita: ()* ()*

Philippine Informal Reading Inventory

13

M6a Ta#%#62 1/ Anong ahens a ng pamahalaan ang namahala sa 0plan .lis +isease* +agotH 1agawaran ng 1al%s%gan 2/ Bakit madaling kapitan ng sakit at karamdaman ang mga 4ataL +agotH mahina ang resistens'a ng (atawan 1/ Iailan kailangang gawin ang 4akuna para sa tigdas ng mga itoL +agotH i(asi'am na b%wan 4/ Ano ang dahilan ng pagkamata ng li4u"li4ong 4ata sa 4ansaL +agotH dahil hindi sila nababa(%nahan laban sa mga pang%nahing sa(it 3/ Bakit ka a hindi na maaari pang lumaki ang mga 4ata kung hindi ma4a4akunahanL Posi4leng mga sagotH dahil (a(apitan ng sa(it at (aramdaman hihina ang resistens'a ng (atawan mamamata' sila maaari pang t%manggap ng ibang sagot !/ Bilang mag"aaral: paano ka makatutulong sa mga pro ektong pangkalusugan ng pamahalaanL +agotH $%m%long sa pagpapaliwanag sa (ahalagahan ng ba(%na Ipaalam sa mga mag%lang o (a(ilala ang t%ng(ol dito 2aaari pang t%manggap ng ibang sagot 5/ Anu"anong pro ektong pangkalusugan ang ma roon na sa in ong 4aranga L Posi4leng mga sagotH 3a(%na laban sa polio tigdas at iba pa. 0peration Pata( laban sa tetan%s at iba pa 0peration $imbang -ing(od-n%tris'on sa Na'on Iba pang (at%lad na mga sagot a' maaaring tanggapin

4/ Allow the pupil to read the passage silentl for 2 minutes/ Get the passage from the pupil and ask the accompan ing >uestions/ &ote: .ccept the p%pil4s response"s# in an' lang%age he5she ma' choose since it is reading comprehension that is being assessed and not the abilit' o! the p%pil to e6press himsel!5hersel! orall' in 7nglish or Filipino.
Philippine Informal Reading Inventory

14

3/ If the pupil *a##%! 'e*%'e8rea': mark the pupil as #%#-rea'er in his.her individual summar record/ In such a case: read the passage to him.her 4efore asking the accompan ing >uestions/ This will determine the capacit' le&el of the pupil to understand the passage read to him.her/ The knowledge of the capacit level of the pupil is additional information to the teacher regarding the true a4ilit of his.her pupil who is a non"reader/ !/ #ecord the capacit level of the pupil 4 marking appropriatel the columns in Part B of his.her Individual +ummar #ecord/ )ompute for his.her percentage score and write Fcapacit levelG in the reading level column/ S!e, .2 Recording Individ"al and Class Reading Pro%ile

', Individ"al "mmar# Record 1/ &ach pupil has an individual summar record which has two parts % see sample below#: Phil-IRI Form !
,ameH PPPPPPPPPPPPPPP Grade.+ectionH PPPPPPPPPPPPPPPPPPPPP %Pangalan# "3aitang5Pang(at# +choolH PPPPPPPPPPPPPPPPPPPPPPPPPPPPPP TeacherH PPPPPPPPPPPPPPPPPPPPPPPPPP "Paaralan# "/%ro# -ateH Pre"TestH PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP %Petsa' "Panim%lang Pagtata'a# Post"TestH PPPPPPPPPPPPPPPPPPPPPPPPPPPPPP "Panapos na Pagtata'a#

INDI:IDUA" SUMMAR4 RECORD

(Lagom ng Pansariling )alaan sa Pag(asa)
A. 3%r' Re*%6#i!i%# (Pag-ilala ng alita)

Pre 9 Te ! T-,e %& Mi *$e

%8ri ng 2ali'
Mispronunciation %2aling 3ig(as' +u4stitution %Pagpapalit' Insertion "Pagsisingit# $mission "Pag(a(altas# #eversal "Paglilipat# #epetition "Pag-%%lit# #efusal to Pronounce "Pagtangging 3%masa# Total %1ab%%an# Reading e&el ".ntas sa Pagbasa# Fr%stration
"Pag(abigo#

(Pa#i($la#6 Pa6!a!a-a) Mi *$e

"Salitang ma' mali)

O of Miscues
%3ilang ng Salitang ma' 2ali#

MaDor Miscue
%3inagong 1ah%l%gan#

+elf" )orrected
%Sariling Pagwawasto#

Instr%ctional
"Pampag(at%to#

Independent
"2ala'a#

Non-reader
"+i-ma(abasa#

Philippine Informal Reading Inventory

15

B.

C%(,rehe# i%# (Pag-"na*a sa .inasa)

Pre 9 Te ! Pa a6e "e;el ('ntas ng
.a(asahin) (Panim"lang Pagtata#a)

C%(,rehe# i%# 7$e !i%#

(/ga )anong)

S*%re
(Is-or)

Rea'i#6 "e;el
('ntas sa Pag(asa)

71

7)

7.

7/

7<

7=

7>

(?)

I II III I= = =I

2/ In recording pupil(s responses in word recognition: write down all miscues in his.her Phil"I#I *orm 2"Individual +ummar #ecord/ miscues changed the meaning of the sentence: mark them properl the column la4eled QMa@%r Mi *$e/( If the pupil corrects his.her own mark them properl under the column la4eled ASel&-C%rre*!e'+.

pupil(s If the under errors:

N%!eH $,0C errors under maDor miscues should 4e counted/ #efer to the sample 4elow/ Phil-IRI Form !
SAMP"E ACCOMP"ISHED INDI:IDUA" SUMMAR4 RECORD
,ameH #ichard Bautista
%Pangalan#

+choolH +an -iego &lementar +chool "Paaralan# -ateH Pre"TestH 2ul 14: 2886
"Petsa# (Panim"lang Pagtata#a)

Grade.+ectionH = E #osal "3aitang5Pang(at# TeacherH Mrs/ 2o A4ad

"/%ro#

Post"TestH PPPPPPPPPPPPPPPPPPPPPPPPPPPPPP "Panapos na Pagtata'a#

Philippine Informal Reading Inventory

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Pre 9 Te ! T-,e %& Mi *$e

"8ri ng 2ali# (Panim"lang Pagtata#a)

Miscue
( alitang ma# /ali)

O of Miscues %3ilang ng Salitang ma' 2ali# 1

MaDor Miscue
"3inagong 1ah%l%gan#

+elf")orrected
"Sariling Pagwawasto '

Mispronunciation "2aling 3ig(as# +u4stitution "Pagpapalit# Insertion "Pagsisingit# $mission "Pag(a(altas# #eversal "Paglilipat# #epetition "Pag-%%lit# #efusal to Pronounce "Pagtangging 3%masa# Total %1ab%%an# Reading -e&el ".ntas sa Pagbasa#

4otters

make

the saw a shooting

1 1 2

Fr%stration
"Pag(abigo#

Instr%ctional
"Pampag(at%to#

Independent
"2ala'a#

Non-reader
"+i-ma(abasa#

1/ )ompute the level of the pupil in word recognition using the following formulaH

Aord #ecognition %A#'H PPPP,o/ of maDor miscue %M' ; 188 R J of M ,o/ of words in the passage %,' J correct R 188J " Jof M &;ampleH %to compute for #ichard Bautista' %,o/ of maDor miscue' PP2PP ; 188 R %,o/ of words' !4
Philippine Informal Reading Inventory

1J %M'

17

J correct R 188J " 1Jof M J correct R B>? N%!eH #ichard(s reading level in word recognition is I#'e,e#'e#!. 4/ Identif the pupil(s word recognition level 4 referring to Ta4le 1 %page 2'/ 3/ #ecord pupil(s responses to the comprehension >uestions in part B of the Phil" I#I *orm 2 " Individual +ummar #ecord %)omprehension'/ +ee sample 4elow/
Phil-IRI Form !
,ameH #ichard Bautista "Pangalan# +choolH +an -iego &lementar +chool "Paaralan# -ateH Pre"TestH 2ul 14: 2886 "Panim%lang Pagtata'a# Post"TestH PPPPPPPPPPPPPPPPPPPPPP "Panapos na Pagtata'a# Grade.+ectionH = E #osal PPPPPP "3aitang5Pang(at# TeacherH Mrs/ 2o A4adPPP
"/%ro#

SAMP"E ACCOMP"ISHED INDI:IDUA" SUMMAR4 RECORD "-agom ng Pansariling $alaan ng Pagbasa# B/ )omprehension "Pag-%nawa sa 3inasa#

Pa a6e "e;el ".ntas ng 3abasahin)Pre 9 Te !

(Panim"lang Pagtata#a)

C%(,rehe# i%# 7$e !i%#

"2ga $anong#

S*%re
(Is-or)

Rea'i#6 "e;el717)7.7/7<7=7>(?)('ntas sa Pag(asa)IIIIIII==...;..;51Inst/=I

!/ )ompute the pupil(s comprehension level using the following formulaH )omprehension %)'H ,o/ of correct answers ; 188 R J of )# ,o/ of >uestions 188

&;ampleH %to compute for #ichard Bautista' J of )# R PP3PP ; 5 J of )# R >1?

Philippine Informal Reading Inventory

18

N%!eH #ichard(s reading level in comprehension is I# !r$*!i%#al. 5/ Identif the comprehension level of the pupils/ #efer to Ta4le 1 on page 2/ +. Identif the overall reading a4ilit of the pupil in word recognition and in comprehension using the ta4le 4elow: 3%r' Re*%6#i!i%# Independent Independent Independent Instructional Instructional Instructional *rustration *rustration *rustration ,on"reader C%(,rehe# i%# Independent Instructional *rustration Independent Instructional *rustration Independent Instructional *rustration 0istening )apacit Rea'i#6 "e;el Independent Instructional *rustration Independent Instructional *rustration *rustration *rustration *rustration ,on"#eader

Therefore: #ichard: a Grade = pupil: who got 75J in word recognition %independent' and 51J in comprehension %instructional' will have an overall reading a4ilit of I# !r$*!i%#al "e;el/ 7/ &nter each pupil(s data under the appropriate categor in *orm 2/ The responses of the pupil in the pretest shall 4e entered under the pretest columns/ ., Class Reading Pro%ile 1/ <sing the data in the Phil"I#I *orm 2"Individual +ummar #ecord: transfer each pupil(s performance in the Phil"I#I *orm 1")lass #eading Profile/ &nter the names of the pupils in column 1/ 2/ *or the pretest: check the pretest column corresponding to the pupil(s reading level %see column 2" reading level'/
Philippine Informal Reading Inventory 19

1/ If the pupil is a non"reader: check the appropriate column in column 1/ 4/ -o the same procedure in the posttest/ Ahen the posttest shall have 4een conducted at the end of the school ear: determine whether each pupil has improved or regressed under #emarks in column 4/ An e;ample of a )lass #eading Profile is shown 4elow/ N%!e2 In case the pupil was una4le to take either the pretest or the posttest: do not include his.her results in the class reading profile/ Instead: use the information gathered to improve his.her reading capa4ilities/
Phil-IRI Form $

SAMP"E C"ASS READING PROFI"E

GradeH ="#osal Total no/ of &nrolmentH 43 Total no/ of Pupil TestedH 43 +choolH +an -iego &lementar +chool
1 *rustration Pre Bunga: 2aime &sdicul: Angelita Garcia: Teresita Granado9in: Glenda Ilagan: 0iga a Mercado: )hristine $wit: &li9a4eth Torres: Michael 9$otal Post . . . . . . . 2 1 4 . 2 . 2 #eading 0evel ,ame of Pupil Instructional Pre Post

-ateH Pre TestH 2ul 14: 2886 Post TestH March 3: 2887

1 Independent Pre Post . . . . . ,on"#eader Pre . Post

4 #emarks %Improved. #egressed' Improved Improved Improved Improved Improved Improved Improved Improved

3/ +u4mit a cop of the )lass #eading Profile to the principal.school head who shall consolidate the +chool #eading Profile/ !/ +tud our class profile and plan interventions that will address the needs of our pupils at the different reading levels/

Philippine Informal Reading Inventory

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C, chool Reading Pro%ile %To 4e accomplished 4 the +chool @ead' 1/ )onsolidate the class.grade level reading performance in the +chool #eading Profile form %see Phil-IRI Form :. School Reading Pro!ile '/ +hown 4elow: is a sample of how this form is accomplished/ 2/ After the posttest: determine the change in reading performance of pupils/ Make sure that the pupils who took the pretest should also 4e the same pupils who took the posttest/ The change ma either 4e improvement or regression/ 1/ +u4mit the accomplished +chool #eading Profile %Phil"I#I *orm 1' to the -istrict.-ivision for consolidation/ 4/ Plan the school reading program utili9ing the results of the Phil"I#I/ This should 4e done in coordination with the concerned teacher.s/

Phil-IRI Form 0

SAMP"E SCHOO" READING PROFI"E +choolH +an -iego &lementar +chool -istrictH -avao +outh -ivisionH -avao )it #egionH NI Appendi; A
1 Grade
&nrolment

2 Pupil Tested Pre Post #eading 0evel *rustration Pre Post Instructional Pre Post Independent Pre Post

1 ,on"#eader Pre Post

4 )hange in #eading Performance *rus Inst Ind ,#

I II III I= = =I

78 53 56 33 58 34

62 51 5! 32 !7 38 :00

62 51 5! 32 !7 38 :00

32 14 43 23 18 23 211

22 16 12 12 26 1! 186

11 14 12 11 13 1! 61

1! 2! 14 1! 16 24 134

12 28 13 12 22 6 67

28 23 26 22 22 18 125

3 1 4 4 2 1 17

1 2 2 2 1 8 11

18 1! 11 11 2 7 181

21 12 22 3 1 6 51

6 3 11 18 8 2 16

1 1 2 2 1 8 5

9$otal :22

Philippine Informal Reading Inventory

21

Phil"I#I *orm 2

Gl%

ar-

The following terms are operationall defined in the manualH Assessment Tool Informal $ral #eading Intervention +trateg 0evel of Buestions a' 0iteral 4' Interpretive " " " " " " a set of passage given to the child to determine his.her reading level/ an assessment on the child(s word recognition and comprehension skills/ a scheme: device or activit : a teacher ma provide to remed or overcome a reading difficult / these are the >uestions asked regarding a passage arranged in the order of difficult asH >uestions whose answers are e;plicitl stated.given in the stor / these are >uestions which re>uire children to read 4etween the lines to find the answer/ The answers are not directl stated in the te;t/ these are >uestions which elicit anal sis: s nthesis: Dudgment in the conte;t of the author(s point of view as well as the reader(s point of view/ these are >uestions that draw from the child his own wa of visuali9ing things 4ased on his own scheme/ these are >uestions that elicit the reader(s opinion.decision as applied in dail life situations/ a pupil who is una4le to recogni9e and sound out letter" sound connections for single consonants/ a pupil who is una4le to recogni9e and sound out letter" sound connections for some consonant 4lends a pupil who is una4le to 4lend consonants and vowels in simple one word %cvc: ccvc: cvcc' patterns a pupil who is una4le to distinguish among long and short vowels that follow rules a set of oral reading passages for the elementar grades in order to get the reading level of the pu4lic elementar school pupils/

c' )ritical

"

d' Applied

" "

,on"#eader

" " " "

Philippine Informal #eading Inventor %Phil"I#I'

"

Philippine Informal Reading Inventory

16

Prompt

" 4rief >uestion: description: discussion as a motivation and 4ackground of the passage to help the child read and understand it/ It activates prior knowledge of the child/ This is the lowest reading level/ The pupil shows withdrawal from reading situations 4 cr ing or refusing to read/ The pupil commits errors in reading such as reversal: repetition: su4stitution: insertion: mispronunciation and ina4ilit to interpret punctuation/ The pupil scores 67J S 4elow in word recognition or 36J S 4elow in comprehension

#eading 0evels a# Fr%stration

b# Instr%ctional

It is the level at which the pupil can profit from instruction/ The pupil(s oral reading is rh thmical with conversational tone and correct interpretation/ The pupil scores 78 " 7!J in word recognition and 37J " 57J in comprehension It is the highest level at which a pupil can read independentl and with ease without the help or guidance of the teacher/ The pupil is free from tension: finger pointing or lip movement/ The pupil reads with rh thm and with conversational tone and interprets punctuation correctl / The pupil scores 75 "188J in word recognition and 68J "188J in comprehension/ Is an informal measure of a4ilit to comprehend spoken language/ It is the highest level at which students can understand materials that is read to them with 53J comprehension/ " one who teaches reading or the teacher"adviser of the child tested/

c# Independent

d# -istening ;apacit' -e&el

#eading Teacher

Philippine Informal Reading Inventory

17

Re&ere#*e 2 +wearigen: #e4ecca and Allen: -iane/ 2888/ ;lassroom .ssessment o! Reading Process 2nd ed/ <+AH @oughton Mufflin )ompan / Barrentine: +hel4 2 ed/ 1777/ Reading .ssessment: Principles and Practices !or 7lementar' $eachers/ <+AH International #eading Association/

Philippine Informal Reading Inventory

18