For School Reading Coordinators

1. 6.53
SCHOOL HEADS’
ORIENTATION ON
(PHIL-IRI)
DEPED ORDER NO.
14, S. 2018
CHARMAINE G. RUBIO, PhD
Education Program Supervisor
Division Reading Coordinator

2. WHAT IS PHIL-IRI?
• It is an assessment tool
composed of graded
passages designed to
determine a student’s
reading level.
• It is one of the initiatives
put in place in support of
the Every Child A Reader
Program (ECARP).
2

3. ADJUSTMENTS MADE IN THE 2018 PHIL-IRI
• Adjusted readability levels of selections /
passages (vs 2010 Phil-IRI)
• English Phil-IRI for Grades 4-6
• Filipino Phil-IRI for Grades 3-6
• Conduct of Group Screening Test to identify
students who need further testing
• Conduct individualized assessment in order to
further describe the child’s reading level:
► Independent Level
► Instructional Level
► Frustration Level 3

4. TABLE 1: SCHEDULE OF PHIL-IRI ADMINISTRATION
Type of Test
FILIPINO
(For Grade 3-Grade 6 learners
English
(For Grade 4 to Grade 10
Pretest Posttest Pretest Posttest
Phil-IRI Group
Screening Test
(GST)
First month of the
SY
(September) May 2024-June
2024
First month of the
SY
(September)
May 2023-June
2023
Individualized Phil-
IRI Assessment
(only for learners
who did not pass
the GST)
A month after the
GST is
administered
A month after the
GST is
administered

5. ALL OF THE
TEMPLATES CAN
BE FOUND HERE

6. ENCLOSURE
3
(TIMETABLE
OF
ACTIVITIES)

8. ENCLOSURE
3
(TIMETABLE
OF
ACTIVITIES)

9. ENCLOSURE
3
(TIMETABLE
OF
ACTIVITIES)

10. WHO CAN ADMINISTER THE PHIL-IRI?
► Filipino Subject Teachers
► English Subject Teachers
► ELLN – trained Teachers

11. WHAT’S
INSIDE
THE PHIL-IRI
MANUAL?
Manual of Administration
Group Screening Test for English &
Filipino and Keys to Correction
Phil-IRI Graded Passages
Reading Remediation Materials
Forms for recording purposes

12. TABLE 2: FONT SIZE USED FOR THE PASSAGES
FOR EACH GRADE LEVEL
Grade / Reading Level Recommended Font and
Size
Kindergarten to 1st Grade Comic Sans, Font Size 18
2nd Grade Comic Sans, Font Size 16
3rd Grade Comic Sans, font Size 14
4th Grade to 10th Grade Comic Sans, Font Size 12

13. 13
4 STAGES OF PHIL-IRI
Phil-IRI Group Screening Test
Administration of the Phil-IRI Graded
Passages (Individual)
Provision of Reading
Intervention
Administration of the Phil-IRI Posttest

14. STAGES IN THE ADMINISTRATION OF PHIL-IRI
Discontinue
Reading
Assessment

15. GATHERING INFORMATION USING THE
GROUP SCREENING TEST OF THE PHIL-IRI
The Phil-IRI Group Screening Test (GST) can tell teachers
whether students are reading at, or below, their grade placement.
The GST has the following features:
• There is a screening test for each grade level.
• Each test includes 3-4 selections.
• There is a Filipino and an English version.
• Each selection has multiple-choice items.
• The total number of test items is worth 20 points.
• The cut-off point for referral is a raw score of 14. Those who
score 13 points and below are referred for further testing.

16. STAGE 1
INITIAL (PHIL-IRI GROUP SCREENING TEST)
■ All Students from Grade 3-6
(Filipino) and Grades 4-6
(English) shall undergo a 20-item
multiple-choice GST to be
accomplished within 30 minutes
per area during class time.
■ English 7-10 GST is 25 items
■ Students must have completed
2 tests, Filipino and English
RESULT OF GST
■ If Raw Score is less
than 14, the student
undergoes further
testing
■ If Raw Score is equal
or greater than 14:
● Student continues
receiving classroom
instruction
● No need to undergo
further testing
● No need for reading
remediation
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17. ANALYSIS OF RESULTS OF THE GROUP
SCREENING TESTS
The Group Screening Test (GST) in
Filipino was administered to a second grade
class of 41 students in an average-performing
public school in Quezon City. After an hour of
test-taking the session yielded the following
results:

18. ANALYSIS OF RESULTS OF THE GROUP
SCREENING TESTS
4th Grade

19. Based on the results of the GST, 26 students
passed the test and no longer need further testing,
However, 15 students scored below the cut-off score
which comprises 37% of the whole class. The conduct
of the Phil-IRI individualized assessment need only be
given to 15 students instead of the entire class. This
also shows that 15 students will be needing
specialized reading instruction.
INTERPRETATION

20. 20
Discontinue Reading
Assessment

21. 21

22. STAGE 2 : ADMINISTRATION OF THE PHIL-IRI GRADED PASSAGES
(FILIPINO / ENGLISH)
Determine the Starting Point
of Graded Passages

23. Table 3: Starting Point for the Graded
Passage
If the Raw Score
in the GST is
Start with a Graded
Passage that is
Example
0-7 points
Three (3) Grade Levels
lower than current Grade
Level
GST: Grade 6
Graded Passage: Grade 3
8-13 points
Two (2) Grade Levels
lower than current Grade
Level
GST: Grade 4
Graded Passage: Grade 2
14 points and
above
Discontinue Testing

24. STAGE 2 : ADMINISTRATION OF THE PHIL-IRI GRADED PASSAGES
(FILIPINO / ENGLISH)
■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.
■ Administer Graded Passages to learners with a raw score below 14
that may be conducted after class hours
■ The administration of Phil-IRI should begin with ORAL READING
TEST where a learner reads a selection aloud in order to assess word
recognition, reading fluency, and reading comprehension level

25. THE PHIL-IRI GRADED PASSAGES
(SETS A, B, C & 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.

26. THE PHIL-IRI GRADED PASSAGES
(SETS A, B, C & D)
The Phil-IRI Oral Reading Test is administered in order
to:
• identify the student’s miscues in oral reading and each
word read incorrectly is noted and marked using the
Reading Miscue Inventory (Phil-IRI Form 3A and 3B:
Grade Level Passage Rating Sheet);

27. THE PHIL-IRI GRADED PASSAGES
(SETS A, B, C & D)
• record the number of words that a student reads
per minute (speed); and
• find out how well a student understands the
passage read by having the child answer five to
eight questions of varying difficulty based on the
graded passage after it has been read
(comprehension).

28. ■ SILENT READING COMPREHENSION 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.

29. ■ LISTENING COMPREHENSION (optional) 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

30. MARKING AND SCORDING ORAL READING MISCUES

32. RECORDING MISCUES

33. 33
Learner’s copy

34. teacher’s copy

35. COMPUTING ORAL READING SCORE

36. RECORDING SPEED AND RATE IN ORAL READING
1 ½ minutes
60 secs + 30 secs

37. COMPUTING STUDENT’S COMPREHENSION

38. COMPUTING STUDENT’S COMPREHENSION

39. COMPUTING STUDENT’S COMPREHENSION

40. COMPUTING STUDENT’S COMPREHENSION

41. COMPUTING READING PROFILE

42. COMPUTING READING PROFILE
When analyzing the result of Word Reading and Reading
Comprehension together, always pick-out / choose the lowest
level as the Reading Profile per passage. Remember the highest
level is INDEPENDENT, followed by INSTRUCTIONAL and the
lowest is FRUSTRATION.
For example:
1. Word Reading is Independent and Reading Comprehension is
Frustration then the Profile is Frustration.
2. Word Reading is Independent and Reading Comprehension is
Instructional then the Profile is Instructional.

43. COMPUTING STUDENT’S COMPREHENSION

44. COMPUTING STUDENT’S COMPREHENSION

45. THE LISTENING COMPREHENSION
AND SILENT READING TEST
After the administration of the
Phil-IRI Oral Reading Test, the teacher
may opt to administer a Listening
Comprehension for the nonreaders
and a Silent Reading Test to further
assess the student’s reading speed and
comprehension. These are, however,
optional activities.

46. 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-by-word reading, reading on a monotonous tone,
disregards punctuation . . .) and tries to correct these
during the reading intervention.

47. STAGE 3
PROVISION OF READING INTERVENTION
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■ Student is given individualized /
small group instruction

48. STAGE 4
ADMINISTRATION OF PHIL-IRI POSTTEST
■ After the reading remediation,
posttest shall be conducted

49. GUIDELINES ON CONDUCTING
ASSESSMENT
1.Recognize your role as an assessor. The purpose of assessment
is to gather information about the learner and describe his/her
performance and not to instruct.
2.Develop rapport. Be in a pleasant disposition when conducting
the assessments. Create an atmosphere that is conducive to
learners that will encourage them to perform at their best. Clarify
that this will not compromise their performance in class.

50. GUIDELINES ON CONDUCTING
ASSESSMENT
3. Clarify your purpose. Explain to the learners how the results will
be used. The primary reason for conducting these assessments
is to gather information so that the teacher may design/adjust
instruction.
4.Recognize diversity. Understand that cultural differences do not
imply cultural deficits.
5.Regard the learners with respect. The conduct of the
assessments must be in a non-threatening environment that
treats learners in a friendly, amicable manner.

51. GUIDELINES ON INTERPRETING
ASSESSMENT RESULTS
1.Assessment information describes performance.
Assessments are isolated events and may not be able to
describe the learner’s behavior in less-threatening
environments. Consider the results with other contextual
factors in mind.
2.Assessment information provides an estimate. The data
gathered must not be used to sum up the learner’s
performance but must provide useful information regarding
where to begin instruction.

52. GUIDELINES ON INTERPRETING
ASSESSMENT RESULTS
3. Refrain from stereotyping. Be cautious about drawing
conclusions based on the assessment tool. Know that the
results of this informal reading inventory must not be used in
isolation but rather in combination with other assessment
measures.
4.Assessment should inform instruction. The results of this
assessment must not be used as a means for making
decisions regarding promotion nor retention. The data
gathered must be used for designing instruction/intervention.

53. ETHICAL ISSUES AND
RESPONSIBILITIES
The tests have been reviewed and written with the Filipino child in
mind. The themes and selections were drawn from an understanding of
the nature of the developing child in the Philippines. It embraces
learners’ diversity such that dialectal variations are not considered as
errors. The tests have been written so that terms and examples are not
offensive to students of different gender, race, religion, culture or
nationality.

54. ETHICAL ISSUES AND
RESPONSIBILITIES
The child must be treated with respect at all times. It must take
place in a non-threatening environment with adequate conditions that
will encourage optimal learner performance. The administration of this
test must adhere to the DepEd Child Protection Policy4 (specifically
Section 3. L.3 that states the need to protect children from
psychological harm).

55. TEMPLATES / HANDBOOK / ETC
■ 663-661 Templates
■ 657 - Handbook on Reading Intervention
(there is a table of Contents etc.)

56. SIMULATION
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57. GROUP SCREENING TEST

58. GROUP SCREENING TEST
■ Grade 4 – 20 items (write your answers on the answer sheet)
■ Grade 5 - 20 items
■ Grade 6 – 20 items
■ Grade 7 – 25 items
■ Grade 8 – 25 items
■ Grade 9 – 25 items
■ Grade 10 – 25 items

59. GROUP SCREENING TEST ANSWER KEY

60. GROUP SCREENING TEST GRADE 7

61. READING COMPREHENSION
Reminder:
Only those 13 and below shall undergo
the next phase which is Test on
Comprehension

62. Table 3: Starting Point for the Graded
Passage
If the Raw Score
in the GST is
Start with a Graded
Passage that is
Example
0-7 points
Three (3) Grade Levels
lower than current Grade
Level
GST: Grade 6
Graded Passage: Grade 3
8-13 points
Two (2) Grade Levels
lower than current Grade
Level
GST: Grade 3
Graded Passage: Grade 1
14 points and
above
Discontinue Testing

63. READING COMPREHENSION
■ Grade 3 – 6 questions
■ Grade 4 – 6 questions
■ Grade 5 - 7 questions
■ Grade 6 – 8 questions
■ Grade 7 – 8 questions ■ Grade 8 – 9 questions
■ Grade 9 – 9 questions
■ Grade 10 –9 questions
For Grade 7-10, teachers can make use of textbooks and
other references for checking reading comprehension.

64. GROUP SCREENING TEST
Teacher should print
1 copy per learner to
be distributed
during the conduct
of GST for Grade 4-
10 learners

65. GROUP SCREENING TEST

66. GROUP SCREENING TEST

67. GROUP SCREENING TEST

68. TEMPLATES TO BE CHECKED BY SCHOOL HEADS,
CLUSTER HEADS, SCHOOL READING
COORDINATORS, AND DIVISION MONITORING
TEAM FOR SY 2023-2024

69. PHIL-IRI TEMPLATES

70. PHIL-IRI TEMPLATES

71. PHIL-IRI TEMPLATES

72. GROUP SCREENING TEST

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GROUP SCREENING TEST

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PANIMULANG PAGTATASA SA FILIPINO
Teachers can choose
from SET A to D for
comprehension test
purposes as well as
word reading
computation for the
PRETEST.
Pages 77 to 222 of the
Phil-IRI Manual

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PANIMULANG PAGTATASA SA FILIPINO

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PANIMULANG PAGTATASA SA FILIPINO

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PANIMULANG PAGTATASA SA FILIPINO

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PANAPOS NA PAGTATASA SA FILIPINO
Teachers can choose
from SET A to D for
comprehension test
purposes as well as
word reading
computation for the
POSTTEST.
Pages 223-369 of the
Phil-IRI Manual

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PANAPOS NA PAGTATASA SA FILIPINO

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PANAPOS NA PAGTATASA SA FILIPINO

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PANAPOS NA PAGTATASA SA FILIPINO

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PRETEST IN ENGLISH SETS A-D
Teachers can choose
from SET A to D for
comprehension test
purposes as well as
word reading
computation for the
PRETEST.
Pages 370-419 / 420-
500 (learner and teacher’s
copy)) of the Phil-IRI
Manual

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PRETEST IN ENGLISH SETS A-D

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PRETEST IN ENGLISH SETS A-D

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PRETEST IN ENGLISH SETS A-D

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PRETEST IN ENGLISH SETS A-D

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POSTTEST IN ENGLISH ANSWER KEYS

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POSTTEST IN ENGLISH ANSWER KEYS

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POSTTEST IN ENGLISH ANSWER KEYS

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POSTTEST IN ENGLISH ANSWER KEYS

91. POSTTEST IN ENGLISH SETS A-D
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Teachers can choose
from SET A to D for
comprehension test
purposes as well as
word reading
computation for the
POSTTEST.
Pages 501-563 of the
Phil-IRI Manual

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POSTTEST IN ENGLISH SETS A-D

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POSTTEST IN ENGLISH SETS A-D

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POSTTEST IN ENGLISH SETS A-D

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POSTTEST IN ENGLISH SETS A-D

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POSTTEST IN ENGLISH SETS A-D ANSWER KEY

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POSTTEST IN ENGLISH SETS A-D ANSWER KEY

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POSTTEST IN ENGLISH SETS A-D ANSWER KEY

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POSTTEST IN ENGLISH SETS A-D ANSWER KEY

101. LEVELS OF COMPREHENSION

103. ENGLISH

106. Table 7: Phil-IRI Oral Reading Profile
Oral Reading Level Oral / Word Reading Score
(in %)
Comprehension Score
(in %)
Independent 97-100% 80-100%
Instructional 90-96% 59-79%
Frustration 89% and below 58% & below
Oral Reading Score: number of words – number of miscues x 100
number of words
Comprehension: No. of correct answers
No. of questions x 100= % of comprehension

107. STUDENT’S COPY

108. STUDENT’S COPY

109. 1 COPY PER STUDENT

110. 1 COPY PER STUDENT

111. TEACHER’S COPY

112. TEACHER’S COPY

113. TEACHER’S COPY

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1 copy per learner

115. REERENCES
• Abadzi, H. (2014). Hidden insights from cognitive neuroscience. Retrieved from
https://www.academia.edu/6429908/Mysteries_and_Myths_of_Reading_Hidden_insights_from_cognitive_neur
oscience
• Airasian, P. W. (2001). Classroom Assessment Concepts & Applications (Fourth ed., p. 4, 420). New York, NY:
McGraw-Hill.
• Bryant, B. R., & Wiederholt, J. (1991). Gray Oral Reading Tests, Diagnostic. Austin, TX: Pro-ed.
• Burkins, J.M, Croft, M. M. (2010), Preventing misguided reading: New strategies for guided reading teachers.
Retrieved from
http://books.google.com.ph/books?id=VeurAAAAQBAJ&pg=PA102&lpg=PA102&dq=basal+and+ceiling+in+IRIs
&source=bl&ots=-3twcp_pLN&sig=KIrKCw3p-GIOP38ho2ql1dMH1e4&hl=en&sa=X&ei=8WiVU-
m4F9Hs8AWDrIKQCA&ved=0CCAQ6AEwAA#v=onepage&q=basal%20and%20ceiling%20in%20IRIs&f=false
• Cobb , C. (2004). Turning on a dime: Making change in literacy classrooms. The Reading Teacher, 58, 104-106
• Department Order No. 40, Series 2012. DepEd Child Protection Policy
• Department Order No. 7, Series 2015. Policy Guidelines on Classroom Assessment for the K to 12 Basic
Education Program
• Department of Education. Every Child A Reader Program (ECARP) Bureau of Elementary Education Flagship
Program
• Flippo, R. (2014). Assessing readers qualitative diagnosis and instruction. 2nd Edition. Chapter 2 Retrieved
from http://www.reading.org/Libraries/books/assessing-readers--second-ed--chapter3.pdf Copublished with
Routledge/Taylor & Francis

116. REERENCES
• Gunning, T. G. (2002). Assessing and Correcting Reading and Writing Difficulties (Second ed., p. 104). Boston,
MA: Allyn & Bacon.
• Hoover, W. A., & Gough, P. B. (1990). The Simple View of Reading. Reading and Writing: An Interdisciplinary
Journal, 2, 127-160.
• Johnson, M.J. , Kress, R.A., & Pikulski, P. L. (1987). INFORMAL READING INVENTORIES (2ND ed.). Newark,
DE: International Reading Association.
• Leslie, L., & Caldwell, J. (2006). Qualitative Reading Inventory-4. Boston, MA: Pearson Education, Inc.
• Mariotti, A., & Homan, S. P. (2005). Linking Reading Assessment to Instruction (Fourth ed.). Mahwah, NJ:
Lawrence Erlbaum Associates, Inc.28
• Ocampo, D. S. (1997). EDR 210 Module: Trends in Reading Instruction, U.P. Open University, Diliman Q. C.
• Philippine Informal Reading Inventory. (2008-2009). N.p.: Department of Education.
• R.A. 10533, The Enhanced Basic Education Act of 2013
• Rutledge, S. (1998). Informal Reading Inventory. Retrieved from http://lrs.ed.uiuc.edu/students/srutledg/iri.html
• Vacca, J. L., Vacca, R. T., & Gove, M. K. (1991). Reading and Learning to Read (Second ed.). New York, NY:
Harper Collins Publishers.
• Walker, B. (2004). Diagnostic teaching of reading (5th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
• Weaver, B. (2014). Formal vs Informal Assessments. Retrieved from
http://lrs.ed.uiuc.edu/students/srutledg/iri.html

117. THANK
YOU ♥
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