Phil-IRI-SLIDE.ppt

READING ASSESSMENT
THE Phil-IRI:
Assessing the LEARNERS’
READING DIFFICULTIES and
DESIGNING Appropriate
Intervention
Felicitas E. Pado, PhD
Presented by: ALMA B. NISPEROS

OBJECTIVES:
-Discuss feedback and suggestions from the field
regarding the use of Phil-IRI as an assessment tool in
schools.
-Assess the learner’s reading difficulties using Phil-IRI
-Follow the steps in administering Phil-IRI
-Analyze and interpret Phil-IRI results.

In What level will you belong based
on the statements?
Level 1- I have heard of Phil-IRI.
Level 2-I know about Phil-IRI, but I have never
used it.
Level 3- I know about Phil-IRI,I use it in my
class as an assessment tool.
Level 4- I know about Phil-IRI,I use it in my
class as an assessment tool for classroom
intervention.

Give at least one adjective that will
describe Phil-IRI’s:
a. Strengths
b. Weaknesses
c. Challenges

The Simple view of Reading
R = D X LC
Reading Decoding or Language
Comprehension Word Reading Comprehension
Figure 1-The simple View of Reading by Wesley Hoover
and Philip B. Gough(1990)

VIDEO –1
(Feedback on 2010-Phil-IRI)

Feedback on Phil-IRI
• -Passages are too long
• -Costly
• -No intervention-Lack of time

WHAT IS Phil-IRI?
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

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

What reading skills are
diagnosed/assessed?
 phonics and word recognition
 fluency
 rate of reading
 listening/reading comprehension

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

1.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

Group Screening Test (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

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

The Phil-IRI
Tests

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

Comprehension Questions
 Literal
 Interpretive
 Critical
 Applied

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

Oral Reading
Purpose : to assess a reader’s
 word recognition
 fluency
 comprehension

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

Listening Comprehension
Is the difficulty in answering the
comprehension questions due to poor word
recognition skills?

• Listening Comprehension assesses
how well the pupil understands the
passage that she/he listened to.

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?

Silent Reading
Purpose: to gauge the pupil’s
reading speed and
comprehension

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

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

Recommended Font Size of the
Passages
Grade Level Recommended Font Size
Kindergarten –Grade 1 Comic Sans,/Century Gothic Font Size 18
Grade 2 Comic Sans/Century Gothic , Font Size 16
Grade 3 Comic Sans,/Century Gothic Font Size 14
Grade 4 Comic Sans/Century Gothic, Font Size 12

Steps in Administering the Phil-IRI

Stage 1:
• Administration of the Initial Screening :
Group Screening Test

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

• This initial screening allows the
teacher to focus more on the students
with reading difficulties.

The Phil-IRI-Group Screening Test
• -There is a screening test for each grade
level.
• Each test includes 4 selections.
• There is a Filipino and 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.

•
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

Miscue
• a deviation or difference between
what a reader says and the word in
the page (Goodman, 1973)

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

Defining and Marking the
Miscues

1.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.

• 2.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.

3.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

4. 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.

5.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.

6.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
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
mispronunc
iation

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.
huge

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

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.

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.

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

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.

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?

Computing the Percentage of the
Number of Words Correctly Read
No. of words in the passage –number of miscues X 100
number of words

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%

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

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%

Determining the Reading Level
Reading Level: the level at which a learner
can read and comprehend a levelled text or
graded passage
The different reading levels:
Independent
Instructional
Frustration

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.

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.

FRUSTRATION LEVEL
“This is difficult.”
• the level at which a learner experiences much
difficulty in reading and comprehending a
levelled text.
• Most words are unfamiliar; hence, reading is
choppy with lots of hesitations.
• Reader rarely understands what s/he is
reading.

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

Karlo’s Reading Profile
• Word reading score: 15 miscues= 76.9%:
Frustration
• Comprehension score: 4 out of 7= 57%:
Frustration
Karlo’s Oral Reading Profile: Frustration

• What should the teacher do with
pupils like Karlo?

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
Behavior
while
Reading

B. Listening Comprehension
• What is the level of
comprehension?

C. The Phil-IRI Silent Reading Test
Assesses the student’s
• reading speed
• comprehension

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

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

How Should the Phil-IRI Results Be
Used?
• to design or adjust classroom,
small group or individualized
instruction in Reading

• Stage 3: Analysis of reading
difficulties and planning for
intervention

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?

EXAMPLES OF INTERVENTION
• Phonological awareness-decoding-phonemes-
ability to manipulate sounds of the letters-
• prosody
• 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

Reading Difficulty: Very poor
fluency
• -Can read each word but does word-
by-word reading
• -Lacks expression in reading
• -Disregards punctuation marks

If a pupil does word-by word reading, does
s/he understand what is being read?
What kind of intervention should be done?

Examples of intervention
• Explicit instruction on word
recognition
• Phrase/sentence reading
• Regular oral reading activity
• One-minute reading

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)

Development of Reading comprehension
Reading
Comprehension
Fluency
Word recognition
Vocabulary
development
Listening
comprehension

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.

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 . . .

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

Stage 4: Phil-IRI Post test
• 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?

Analyze the post test results
-Is there reading progress?
-What reading difficulties were
addressed?; what reading difficulties
still persist?
-What other interventions should be
done?

Performance of Child A
(Grade 3)
Reading “Mang Sammy”( Grade 3 Level
Text)

WORD READING SCORE
56 - 31= 25/56= 45%
FRUSTRATION

QUESTIONS TO PONDER
• What does the performance tell about
GOOD READERS?
• How should self-corrections be viewed?
• Can we definitely say that Child A is a
good reader? What makes you say so?
• (Hint: Remember the simple view of
reading)

FOOD FOR THOUGHT
• Even good readers make mistakes.
• Self-correction shows that some
monitoring of one’s reading is occurring
as a STRENGHT.
• Remember decoding by itself is NOT
reading.

Word Reading Score
91- 9 = 82/91 = 90%
INSTRUCTIONAL LEVEL
Action Research - Power Point by:
Dr. Tarek Chebbi, FIU

Performance of Child B
(Grade 3)
Reading Summer Fun (Grade 2 level)

Questions to Ponder:
• What do we notice about CHILD B’s
Performance in Filipino and in English?
• In what way have the assumptions made
earlier changed after having listened to
CHILD B read in Filipino?
Action Research - Power Point by:
Dr. Tarek Chebbi, FIU

Food for thought:
• Just because they struggle learning to
read in one language, does NOT mean
their performance is the same for the
other language.
• Poor performance in reading should
NOT be used as a way of gauging the
learner’s intelligence.

THANK YOU
FOR LISTENING!
GOD BLESS …

Phil-IRI-SLIDE.ppt

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