Sharing the ppt in conducting reading and identifying reading level of the learners

1. TRAINING –WORKSHOP
ON SUPPLEMENTARY
READING MATERIALS
WRITING

2. THE READING LEVEL

3. Expectations at the end of the session /
discussion :
> Determine the reading level
 Understand the reading level
 Analyze the result of the Oral
Reading

4. The development of the Phil-IRI is one of the initiatives put in place in
support of the Every Child A Reader Program (ECARP). Before teachers can
design and provide appropriate reading instruction for their students, they
should be armed with information about their students’ current reading
levels and abilities. 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

5. The Phil-IRI is an informal reading inventory composed of graded passages
designed to determine the individual student's performance in oral reading,
silent reading and listening comprehension. These three types of
assessments aim to find the student’s independent, instructional and
frustration levels. The data from these measures could be used to design or
adjust classroom, small group or individualized instruction to fit the
students’ needs and abilities. The Phil-IRI is not the sole assessment tool
that provides the holistic reading performance of the students; it only
provides an approximation of the students' abilities and could be used in
combination with other reliable tools of assessment. The data shall also
serve as one of the bases in planning, designing/redesigning the reading
programs or activities in the school to improve the overall school reading
performance.

6. 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

7. 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.

8. Independent level means that we are looking for the grade level passage
that the child can read on his/her own without any assistance. 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. It is important to find
the independent level so that we know the kind of text that the child is already
able to perform well in. Providing material at the independent level may serve as a
source of motivation or as a starting point for instruction.

9. Instructional level means that we are looking for the grade level
passage that the child can read with the support of a teacher. This is the
level where students make the most progress in reading. 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.

10. Frustration level means that we are looking for the grade level passage
that the child can no longer read and understand on his own. 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. It is important to identify the frustration level
so that we are aware of the kind of material that the student is not yet
ready for.

11. Oral Reading Level Word Reading Score
in %
Comprehension Score
in ( %)
INDEPENDENT 97-100 80-100
INSTRUCTIONAL 90-96 59-79
FRUSTRATION 89 and below 58 and below
Analysis and Interpretation of Word Reading and
Comprehension Level

12. Analysis and Interpretation of Word Reading and
Comprehension Level

13. Analysis and Interpretation of Word Reading and
Comprehension Level

14. Analysis and Interpretation of Word Reading and
Comprehension Level

17. Reading Comprehension is a complex and active process in which vocabulary
knowledge is a crucial component and which requires an intentional and thoughtful
interaction between the reader and the text.
What is our goal for our students in teaching them to read? We use the words
“understanding,” “knowledge,” and “comprehension” in describing our end-goal in reading
(Scharer, 2012). In Marie Clay’s definition of reading, it says that reading is a message-
getting, problem-solving activity (Clay, 2001 in Zoeller, 2015). The reader anticipates,
attempts and confirms if his attempt was correct or incorrect.

19. Analysis and Interpretation of Word Reading and
Comprehension Level
Lets TRY! John Reading test

20. Analysis and Interpretation of Word Reading and
Comprehension Level

21. Analysis and Interpretation of Word Reading and
Comprehension Level