The Philippine Informal

Reading Inventory (2018)

DESCRIPTION OF THE PHIL-IRI TESTING KIT
Manual of Administration
• information about the Phil-IRI
• directions for the administration of the test
• instructions for recording and reporting results
• Keys to Correction (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 objective of the GST is to identify students who need further
testing
Font Size Used for the Passages for each Grade Level
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
• 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
• 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 selections for Grade 2 to Grade 4 are narrative texts
• 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 Forms (For GST)
PHIL-IRI Forms for Graded Passages
Miscue
• a deviation or difference between what a reader says and
the word in the page (Goodman, 1973)
• Common Miscues
1. Mispronunciation
2. Omission
3. Substitution
4. Insertion
5. Repetition
6. Reversal
7. Hesitation
Felicitas E. Pado, PhD
 Common Miscues of Readers
1. Mispronunciation
2. Omission
3. Substitution
4. Insertion
5. Repetition
6. Reversal
7. Hesitation
• 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.

Felicitas E. Pado, PhD

• 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.

The red roses are in the in the lovely vase.

• 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 the Example Scoring
Miscue Miscue
Mispro Underline sleed Count as 1
nunciation the text and error every
write the
slide
mispronun
phonetic
spelling
ciation
above it.

Felicitas E. Pado, PhD

 Marking the Oral Reading Miscues
Type of Marking the Example Scoring
Miscue Miscue
Omission Circle the The Count as 1
omitted huge error a
unit of a word or
language. elephant phrase
omitted.

Felicitas E. Pado, PhD

 Marking the Oral Reading Miscues
Type of Marking the Example Scoring
Miscue Miscue
Substitu Write the Count as 1
tion word monkey error every
directly substitu
monkey
above the tion
substituted
it.

Felicitas E. Pado, PhD

 Marking the Oral Reading Miscues
Type of Marking the Example Scoring
Miscue Miscue
Insertion Use a caret Count a
lovely
to show word or a
the^ flowers
where the in the vase phrase
word/s was inserted as
inserted one error.
and write
the word
above the
caret. Felicitas E. Pado, PhD
 Marking the Oral Reading Miscues
Type of Marking the Example Scoring
Miscue Miscue
Repeti- Draw a line from They found Count as
tion the point at it in the one error
which the reader every word
decides to
retrace his steps
or phrase
to the point the repeated.
repetition begins.

Felicitas E. Pado, PhD

 Marking the Oral Reading Miscues
Type of Marking the Example Scoring
Miscue Miscue
Reversal Write the dab Count as
word/nonw bad one error
ord above every
the correct reversal
word. made.

Felicitas E. Pado, PhD

 Marking the Oral Reading Miscues
Type of Marking the Example Scoring
Miscue Miscue
Hesitation A pause is He bought a Count as
marked basket of one error
through an P
every
elongated P. vegetables.
hesitation
made.

Felicitas E. Pado, PhD

General Directions for Administration: The
Four Stages
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)
Step 1. Determine the Starting Point of
Graded Passages.
Raw 0-7 points take the Phil-IRI
Interpreting the Results
test which oflower
is 3 levels GSTthan
his/her grade level
score
8-13 points take the Phil-IRI
in test which is 2 levels lower than
his/her grade level

GST
14 or above NO need to
undergo the Phil-IRI test
Felicitas E. Pado, PhD
Step 2: For each passage, compute scores in Word
Reading and Comprehension to identify student’s
Reading Levels
Quantitative Analysis of the 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?

Felicitas E. Pado, PhD

Computing the Percentage of the Number of
Words Correctly Read

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

number of words

Felicitas E. Pado, PhD

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
% of words correctly read: 76.9%

Felicitas E. Pado, PhD

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 Pedro to read it: 90 seconds
(1.5 mins.)
103 words read = 69 words per minute
90 seconds

Pedro’s reading rate: 69 words per minute

Felicitas E. Pado, PhD
Computing for Comprehension
Comprehension= No. of correct answers
No. of questions

No. of correct answers: 4

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

Pedro’s comprehension skill: 57%

Felicitas E. Pado, PhD

Determining the Reading Level

 Reading Level: the level at which a learner can

read and comprehend a leveled text or graded
passage
 The different reading levels:
Independent
Instructional
Frustration

Felicitas E. Pado, PhD

Independent Level
“I can read this on my own.”

• the level at which a learner can read and comprehend a levelled

text on his/her own.
• The reader is familiar with most, if not all, of the words in the
text. The pupil reads smoothly, fluently and with expression.
• The level of comprehension is high.
• 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.

Felicitas E. Pado, PhD

Instructional Level
“I can read this with my teacher’s help.”
• the level at which a learner can read and comprehend a
levelled 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.
• 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.
Felicitas E. Pado, PhD
 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.
• Reader rarely understands what s/he is reading.
• To find the frustration level, the test administrator
continues to give a selection that is one level higher than
the instructional level passage until the learner’s oral
reading score performance is at 89% and below in Word
Reading and 58% and below in Comprehension.
Felicitas E. Pado, PhD
Oral Reading Profile
Word Reading Comprehension Score Oral Reading Level
Score (in %) (in %)

97-100% 80-100% Independent

90-96% 59-79% Instructional

89% and below 58% and below Frustration

Felicitas E. Pado, PhD
Karlo’s Reading Profile
• 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

Felicitas E. Pado, PhD

Qualitative analysis
Does word-by-word reading

Behavior Lacks expression; reads in a monotonous tone

while Voice is hardly audible

Reading Disregards punctuation

Points to each word with his/her finger

Employs little or no method of analysis

Other observations
Felicitas E. Pado, PhD
Step 3. Administer Listening Comprehension Test
(Stage 2a) and Silent Reading Test (Stage 2b).
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 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
Computing the speed and
comprehension
Reading speed = No. of words read X 60
reading time in seconds

Comprehension= No. of correct answers

No. of questions

Felicitas E. Pado, PhD

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

Felicitas E. Pado, PhD
•What should the teacher
do with pupils like Karlo?

Felicitas E. Pado, PhD

How should the PHIL-IRI result be used?

• to design or adjust classroom, small group or

individualized instruction in Reading

Felicitas E. Pado, PhD

Stage 3: Analysis of reading difficulties and
planning for intervention

Felicitas E. Pado, PhD

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?
Felicitas E. Pado, PhD
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
Felicitas E. Pado, PhD
 Reading Difficulty: Very poor fluency

• Can read each word but does word-by-

word reading
• Lacks expression in reading
• Disregards punctuation marks

Felicitas E. Pado, PhD

 If a pupil does word-by word reading,
does s/he understand what is being
read?

What kind of intervention should be done?

Felicitas E. Pado, PhD

Examples of intervention

•Explicit instruction on word

recognition
•Phrase/sentence reading
•Regular oral reading activity
•One-minute reading

Felicitas E. Pado, PhD

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)

Felicitas E. Pado, PhD

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 . . .

Felicitas E. Pado, PhD

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

Felicitas E. Pado, PhD

STAGE 4: Administration of the Phil-IRI Graded
Passages (Posttest)
Stage 4: Phil-IRI Posttest

• Is there an improvement in his/her word

recognition skills?
• Can s/he now read with accuracy,
automaticity and proper expression?
• Can s/he now understand the passage
that s/he reads?
Felicitas E. Pado, PhD
Analyze the posttest results

• Is there reading progress?

• What reading difficulties were
addressed?
• What reading difficulties still persist?
• What other interventions should be
done?

Felicitas E. Pado, PhD