Phil-IRI

Phil-IRI
(Philippine Informal Reading
Inventory)

Department of Education Reading Assessment Tool

 What is the Phil-IRI?
> The development of the Phil-IRIis oneof the
initiatives put in place insupport of the Every Child
A Reader Program (ECARP).

> The PhilippineInformal Reading Inventory(Phil-IRI)

wascreated to provide classroom teachers a tool for
measuring and describing reading performance.
It is an assessment tool composed of graded
passagesdesigned to determinea student’s
reading level.
(Flippo, R.,2014).
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 What is the Phil-IRI for?
➢ 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 a student’s abilities
and needs in reading.
➢ 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.

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 What can the Phil-IRI tell us?

➢ The Phil-IRI Group Screening Test (GST) can tell

teachers whether students are reading at, or
below, their grade levels.
➢ The individually administered Phil-IRI Graded
Passages, can be used to assess students’ Oral
Reading, Silent Reading Comprehension and
Listening Comprehension levels.

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 Assessment of Oral Reading

When used to assess oral reading skills, the Phil-

IRI 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.

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 Assessment of Silent Reading

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.

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 How do we administer the Phil-IRI?

Assessment and Instruction

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 STEPS IN
ADMINISTERING
PHIL-IRI
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 Stage 1
➢ Administration of the Initial Screening:
Group Screening Test

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 Interpreting the result of GST

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 Stage 1

o This initial screening allows the

teacher to focus more on the students
with reading difficulties.

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 Stage 2

A. Oral Reading Test

Objectives:
1. Identify the student’s miscues in oral
reading;
2. Record the number of words that a student
reads per minute; and
3. Find out how well a student understands
the passage read

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 What is miscue?

a derivation or difference between

what a reader says and the word in the
page (Goodman, 1973)

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Common Miscues
of Readers

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 Mispronunciation
Mispronunciation – when a word 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.

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 Omission
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.

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 Substitution
Substitution– when one word is substituted
for another

Text: The big horse started to trot.

Reader: house
The big horse started to trot.
Write the word directly above the correct word..

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 Insertion
Insertion– when one word or words are
inserted.
the
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.

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 Repetition
Repetition– when a word or 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 readers decides to retrace his
steps to the point the repetition begins.
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 Transposition

Transposition– when two words are

reversed

Text: The dog is barking at me.

Reader:
The dog is barking at me.
Use a proofreader’s symbol for transposition.

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 Reversal

Reversal– when two letters are reversed

Text: dab
dab
Reader: bad

Use a proofreader’s symbol for transposition.

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 Omission of Punctuation
Omission of punctuation– punctuations
are not given attention.

Text: The teacher greeted the pupils ,

then she told them to sit down.
Reader:
The teacher greeted the pupils
then she told them to sit down.
Circle the omitted punctuation mark.

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 Omission of Punctuation
Omission of punctuation– punctuations
are not given attention.

Text: The teacher greeted the pupils ,

then she told them to sit down.
Reader:
The teacher greeted the pupils
then she told them to sit down.
The punctuation is circled.

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 Recording Oral Reading Miscues

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 Recording Oral Reading Miscues

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 Sample of Teachers Running Record

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 Quantitative Analysis of Oral Reading Test
* How many miscues were observed?
What are these miscues?

* How many minutes did it take the

student to read the passage?

* How many comprehension questions

were correctly answered?

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 Computing the Percentage of the
Number of Words Correctly Read

No of words in the passage – number of miscues X 100

No. of words

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 Example:
Karlo’s performance in Oral Reading

No. of words in the passage: 65

No. of miscues: 15

65 – 15 = 50 X 100 = 76.9 %
65

% of words correctly read: 76.9 %

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 Computing Speed in 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: 90 seconds
(1.5 mins)

103 words read

= 69 words per minute
90 seconds

Karlo’s reading rate: 69 words per minute

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 Computing of Comprehension

Comprehension = No. of correct answers X 100

No. of questions

No. of correct answers: 4

Total number of questions: 7

4 = .57 X 100 = 57 %
7

Karlo’s comprehension skill: 57 %

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 Determining the Reading Level
Reading Level – the level at which the
learner can read and comprehend a
leveled text or graded passage.

Different Reading Levels:

> Independent
> Instructional
> Frustration

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 Independent Level

“I can read this on my own.”

> The level at which a learner can read and
comprehend a leveled text on his/her own.

> The reader is familiar with most, if not all,

of the words in the text. The pupils reads
smoothly, fluently and with expression.

> The level of comprehension is high.

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 Instructional Level
“I can read this with my teacher’s help.”
> The level at which a learner can read and
comprehend a leveled text with some
guidance.
> 90% of the words are familiar for the
reader, S/he hesitates reading some words.

> The reader understands most of what is

read.
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 Frustration Level
“This is difficult.”
> The level at which a learner experiences
much difficulty in reading and
comprehending a leveled text
> Most words are unfamiliar; hence, reading
is choppy with lots of hesitations.

> The readers rarely understands what s/he

is reading.
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 Oral Reading Profile

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 Karlo’s Reading Profile

Word Reading Score : 1.5 minutes = 76.9 % Frustration

Comprehension Score : 4 out of 7 = 57 % Frustration

Reading Rate : 69.5 words per minute

Karlo’s Oral Reading Profile : FRUSTRATION

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