The document describes the Phil-IRI, a classroom-based reading assessment used in the Philippines to assess students' reading abilities and difficulties. It consists of group screening tests, oral reading tests, listening comprehension tests, and silent reading tests in both Filipino and English from Kindergarten to Grade 7. The Phil-IRI identifies students' reading levels, comprehension, fluency and miscues. It helps teachers understand students' strengths and weaknesses to design targeted reading interventions. Administering and analyzing the Phil-IRI involves qualitative and quantitative evaluation of students' oral reading, comprehension scores, reading rates and profiles to determine their independent, instructional or frustration levels in reading.

1. THE Phil-IRI:
AssessING the LEARNERS’ READING DIFFICULTIES
and DESIGNING appropriate intervention
Felicitas E. Pado, PhD

2.  The Phil-IRI is one of the initiatives put in
place in support of the Every Child A Reader
Program of the Department of Education
Felicitas E. Pado, PhD

3. Phil-IRI 2014
A commissioned work for the Bureau of Elementary
Education by the following professors of the UP
College of Education:
 Prof. Yvette Alcazar
 Prof. Leonor Diaz
 Prof. Felicitas Pado
 Prof. Hazelle Preclaro
 Prof. Maita Salvador
 Prof. Portia Padilla (evaluation)
Felicitas E. Pado, PhD

4. What is Phil-IRI?
 a classroom-based reading assessment
 assesses the student’s interaction with
print orally and silently
 informs the classroom teacher the reading
performance of the students in terms of
their reading strengths and difficulties
 and helps the teacher design
appropriate classroom intervention
Felicitas E. Pado, PhD

5. What reading skills are
diagnosed/assessed?
phonics and word recognition
 fluency
 rate of reading
 listening/reading comprehension
Felicitas E. Pado, PhD

6. Components of the Phil-IRI 2014
 Group Screening Test
 Passages for Oral Reading,
Filipino and English pretest and
 Passages for Silent Reading, posttest
Filipino and English
 Comprehension questions
Felicitas E. Pado, PhD

7. Group Screening Test (GST)
Aims
 (1) to determine who among the students in
a class are reading at level in Filipino and/or
in English and need not undergo a more
rigorous assessment of his/her reading
ability
Felicitas E. Pado, PhD

8. Group Screening Test (GST)
..GST
 (2) to identify the pupils who are performing
below grade level expectation in reading
and should undergo the Phi-IRI for further
assessment of reading difficulties
Felicitas E. Pado, PhD

9. The Group Screening Test
 Grades 2 to 6: 3 to 4 short passages in
Filipino and a 20-item comprehension check
 Grade 3 to 6: 3 to 4 short passages in
English and a 20-item comprehension check
Felicitas E. Pado, PhD

10. The Phil-IRI Tests
Felicitas E. Pado, PhD

11. Reading Passages
Readability level: Kindergarten to Grade 7
Types of Text:..English, Set B
 Narrative texts (Kindergarten to Grade 4)
 Expository texts: (Grades 5 to 7)
Topics of expository texts
for Filipino: Social Studies
for English: Science
Felicitas E. Pado, PhD

12. Comprehension Questions
Literal
Interpretive
Critical
Applied
Felicitas E. Pado, PhD

13. Number of Comprehension
Questions
 K and Grade 1 passages: 5
 Grade 2 and 3: 6
 Grade 4 and 5: 7
 Grade 6 and 7: 8
Felicitas E. Pado, PhD

14. Oral Reading
Purpose : to assess a reader’s
 word recognition
 fluency
 comprehension
Felicitas E. Pado, PhD

15. Assessing Oral Reading
Performance
 word recognition: measured through a
Reading Miscue Inventory
 rate of reading: measured by recording the
time spent in reading the selection.
 comprehension: measured by answering 5
to 8–item comprehension questions
Felicitas E. Pado, PhD

16. Listening Comprehension
 Is the difficulty in answering the
comprehension questions due to poor word
recognition skills?
Felicitas E. Pado, PhD

17.  Listening Comprehension assesses how well
the pupil understands the passage that s/he
listened to.
Felicitas E. Pado, PhD

18. Listening Comprehension
 Teacher reads the selection while the pupil
listens.
 Teacher reads the questions and pupil
writes/gives the letter of the correct answer
 Is there a difference between the score in oral
reading and in listening?
Felicitas E. Pado, PhD

19. Silent Reading
 Purpose: to gauge the pupil’s reading speed
and comprehension.
Felicitas E. Pado, PhD

20. Silent Reading
 Reading speed: measured by recording the
time it takes the child to read each passage
completely
 Reading comprehension: measured by
asking the student to read and answer 5 to 8
comprehension questions
Felicitas E. Pado, PhD

21. What affects the readability of a
passage?
1. font: type and size
2. spacing
3. Length of words, sentences, passage
4. illustration
5. type of words used
6. relation of the passage to a reader’s prior
knowledge
Felicitas E. Pado, PhD

22. Recommended Font Size of the
Passages
Grade Level Recommended Font Size
Kindergarten –Grade 1 Comic Sans, Font Size 18
Grade 2 Comic Sans, Font Size 16
Grade 3 Comic Sans, Font Size 14
Grade 4
Comic Sans, Font Size 12
Felicitas E. Pado, PhD

23. Validity of the Passages and the
Comprehension Test
The Phil-IRI passages and comprehension
questions underwent a validation process in
schools in
 Quezon City (Luzon)
 Cebu (Visayas) and
 Davao (Mindanao)
Felicitas E. Pado, PhD

24. Validity of the Passages and the
Comprehension Test
 The English passages : subjected to a
readability test formula
 All passages were content-validated by a
panel of literacy experts
Felicitas E. Pado, PhD

25. Steps in Administering the Phil-IRI
Felicitas E. Pado, PhD

26. Stage 1:
 Administration of the Initial Screening :
Group Screening Test
Felicitas E. Pado, PhD

27. Interpreting the Results of GST
Raw
score
0-7 points take the Phil-IRI
test which is 3 levels lower than
his/her grade level
in
GST
8-13 points take the Phil-IRI
test which is 2 levels lower than
his/her grade level
14 or above NO need to
undergo the Phil-IRI test
Felicitas E. Pado, PhD

28. This initial screening allows the
teacher to focus more on the
students with reading difficulties.
Felicitas E. Pado, PhD

29. Stage 2. Administration of the Phil-IRI
A. Oral Reading Test
Objectives:
 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
Felicitas E. Pado, PhD

30. Miscue
a deviation or difference between what
a reader says and the word in the page
(Goodman, 1973)
Felicitas E. Pado, PhD

31. Common Miscues of Readers
1. Mispronunciation
2. Omission
3. Substitution
4. Insertion
5. Repetition
6. Omission of Punctuation marks
7. Reversal
8. Hesitation

32. Defining and Marking the
Miscues
Felicitas E. Pado, PhD

33.  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

34.  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.

35.  Substitution – When one word is
substituted for another.
Example:
Text: The big horse started to trot.
Reader: The big horse started to trot.
Write the word read directly above the correct
word.
house
The big horse started to trot.
house

36.  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.

37.  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 lovely vase.

38.  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.

39. Scoring the Oral Reading Miscues
Type of
Miscue
Marking
the Miscue
Example Scoring
Mispro
nunciation
Underline
the text and
write the
phonetic
spelling
above it.
sleed
slide
Count as 1
error every
mispronun
ciation
Felicitas E. Pado, PhD

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

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

42. Marking the Oral Reading Miscues
Type of
Miscue
Marking
the Miscue
Example Scoring
Insertion Use a caret
to show
where the
word/s was
inserted
and write
the word
above the
caret.
lovely
the^ flowers
in the vase
Count a
word or a
phrase
inserted as
one error.
Felicitas E. Pado, PhD

43. Marking the Oral Reading Miscues
Type of
Miscue
Marking the
Miscue
Example Scoring
Repeti-
tion
Draw a line from
the point at
which the reader
decides to
retrace his steps
to the point the
repetition
begins.
They
found it in
the
Count as
one error
every word
or phrase
repeated.
Felicitas E. Pado, PhD

44. Marking the Oral Reading Miscues
Type of
Miscue
Marking
the Miscue
Example Scoring
Reversal Write the
word/non
word
above the
correct
word.
dab
bad
Count as
one error
every
reversal
made.
Felicitas E. Pado, PhD

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

46. 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

47. Computing the Percentag 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

48. 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%
Felicitas E. Pado, PhD

49. 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
Felicitas E. Pado, PhD

50. Computing for Comprehension
Comprehension= No. of correct answers
No. of questions
No. of correct answers: 4
Total no. of questions: 7
4/7 = 57
Karlo’s comprehension skill: 57%
Felicitas E. Pado, PhD

51. 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

52. 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 pupil reads smoothly, fluently
and with expression.
 The level of comprehension is high.
Felicitas E. Pado, PhD

53. 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.
Felicitas E. Pado, PhD

54. 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.
Felicitas E. Pado, PhD

55. Oral Reading Profile
Word Reading
Score (in %)
Comprehension
Score (in %)
Oral Reading Level
97-100% 80-100% Independent
90-96% 59-79% Instructional
89% and below 58% and below Frustration
Felicitas E. Pado, PhD

56. 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

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

58. Qualitative analysis
Does word-by-word reading
Lacks expression; reads in a monotonous tone
Voice is hardly audible
Disregards punctuation
Points to each word with his/her finger
Employs little or no method of analysis
Other observations
Felicitas E. Pado, PhD
Behavior
while
Reading

59. B. Listening Comprehension
 What is the level of comprehension?
Felicitas E. Pado, PhD

60. C. The Phil-IRI Silent Reading Test
Assesses the student’s
 reading speed
 comprehension
Felicitas E. Pado, PhD

61. 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

62. Student’s Reading Profile per
Passage
Word Reading Reading
Comprehension
Reading Profile
per Passage
Independent Independent Independent
Independent Instructional Instructional
Instructional Independent Instructional
Instructional Frustration Frustration
Frustration Instructional Frustration
Frustration Frustration Frustration
Felicitas E. Pado, PhD

63. How Should the Phil-IRI Results Be
Used?
to design or adjust classroom,
small group or individualized
instruction in Reading
Felicitas E. Pado, PhD

64. Stage 3: Analysis of reading
difficulties and planning for
intervention
Felicitas E. Pado, PhD

65. 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

66. 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

67. 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

68. 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

69. Examples of intervention
Explicit instruction on word
recognition
Phrase/sentence reading
Regular oral reading activity
One-minute reading
Felicitas E. Pado, PhD

70. 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

71. Development of Reading
comprehension
Reading
Comprehension
Fluency
Word
recognition
Vocabulary
development
Felicitas E. Pado, PhD
Listening
comprehension

72. Word recognition and
comprehension
 Word recognition must be accurate, rapid
and require little conscious attention so that
attention can be directed to the
comprehension process
 One reason students may not comprehend
text is that they are spending all their
attention and energy on figuring out the
words.
Felicitas E. Pado, PhD

73. 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

74. 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

75. 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

76. Analyze the posttest results
Felicitas E. Pado, PhD
Is there reading progress?
What reading difficulties were
addressed?; what reading difficulties still
persist?
What other interventions should be
done?

77. Thank You!
Felicitas E. Pado, PhD