2. Introduction
Helping learners become good readers entails the use of information
that is valid and reliable. One of the means commonly used in basic education to
determine the reading profile of the learners is the conduct of an informal
reading inventory. It is a standardized instrument that is individually administered
to learners. As an informal tool, it is easy to use as the processes and the
materials are provided. Besides, learners do not become aware that they are
being subjected to a test. The results are immediately available to the teacher.
The informal inventory determines the learners’ strengths and needs along the
abilities to recognize words, derive meaning, use strategies to read, and
understand the printed page. Usually, a pretest is conducted to assess the
current reading abilities of the learners. Initial baseline data can be used by the
teacher to design a reading instructional plan to help learners with needs and
concerns. Learners who struggle at a certain reading passage are given a less
difficult one. They are assisted in overcoming the weaknesses. In the post-test,
results reveal the progress of learners in reading as well as the effectiveness of
the interventions provided by the teacher.
3. A significant component of the Enhanced Basic Education Program
is the “Every Child A Reader program,” a national educational thrust to
make every child a reader. Designed to prepare elementary learners
become independent readers and writers, interventions equip them to
develop strategic reading and writing skills. Complementing his program is
the use of the standardized Philippine Informal Reading Inventory (Phil-
IRI), a diagnostic classroom-based assessment tool of graded passages in
each grade level "determine and qualify the learners’ performance in oral
reading, silent reading, and listening comprehension in both English and
Filipino languages (DepEd, 2018). Using a predetermined set of criteria that
includes reading speed and percentage of correct answers to
comprehension questions, it identifies the reading levels of the pupils,
categorized into independent, instructional, and frustration levels. Based on
the information, teachers can plan, design, or redesign their reading
instruction to make them improve their reading, to move to a higher
reading level.
4. The Phil-IRI Manual (DepEd, 2018) provides the processes
in conducting the reading inventory.
To assess the reader’s performance, the teacher must consider
the following:
1. Brief the learner, create a friendly relationship, and
conduct the test:
Oral Reading Comprehension,
Listening Comprehension, or
Silent Reading Comprehension.
2. Analysis of the Results
9. Number of Words - Number of Miscues
Number of Words
Oral Reading Score:
= .909 (100) = 90.9
144
13
Marc Jayden's rating in Oral Reading is 90.9%
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18. On the qualitative aspect of the reading behavior of the learner, the
teacher is guided by a checklist to observe him/her while reading orally. The
items to note during the reading are the following: mispronunciation,
omission, substitution, insertion, repetition, transposition, reversal, and self-
correction. When the miscues are noted, the teacher underlines the word,
then he/she writes on top of the word substituted or reversed form of the
word. Repeated miscues are treated individually. The total miscues are
recorded in the form provided.
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19. To guide the teacher in planning a reading intervention, he/she
examines the miscues often committed and determines if these significantly
affect the meaning of the passage. In addition, the teacher observes the
learner’s reading behavior while reading. He/She takes notice if the reader
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; and many others.
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