PHIL - IRI
by:
Renie R. Lopez
The Philippine Informal Reading Inventory
(PHIL-IRI) is one of the most useful classroom
tools in assessing a pupil’s reading ability. It can give
the teachers an information on the level of their
pupils’ performance in reading by actual observation.
An IRI is administered individually, consist of stories
followed by comprehension question of different
dimensions.
Give the pupil the passage for his/her grade level.
Read the PROMPT. The prompt is necessary to
activate the pupil’s prior knowledge (schema) about
the passage.
Ask the pupil to read the passage orally. If the pupil
hesitates and looks at you for assurance, encourage
him/her to go on.
As the pupil reads, mark all errors on the pupil’s
individual Phil-IRI Form 1 Grade Level Passage
Rating Sheet. Be guided in marking this sheet by
Word Recognition Error Marking System for English
and Filipino
Allow pupils to read the passage silently for 2
minutes. Get the passage from the pupil and ask the
accompanying questions.
If the pupil cannot decoded/read, mark the pupil as
non-reader in his/her individual summary record. In
such a case, read the passage to him/her before asking
the accompanying questions. This will determine the
capacity level of the pupil to understand the passage
read to him/her. The knowledge of the capacity level
of the pupil is additional information to the teacher
regarding the true ability of his/her pupil who is a
non-reader.
Record the capacity level of the pupil by marking
appropriately the columns in Part B of his/her
Individual Summary Record. Compute for his/her
percentage score and write “capacity level” in the
reading level column.
Each pupil has an individual summary record which
has two parts.
In recording pupil’s responses in word recognition,
write down all pupil’s miscues in his/her Phil-IRI
Form 2- Individual Summary Record. If the miscues
changed the meaning of the sentence, mark them
properly under the column labeled “Major Miscues”.
If the pupil corrects his/her own errors, mark them
properly under the column labeled “Self-Corrected”.
Compute the level of the pupil in word recognition using the following formula:
Word Recognition (WR): No. of major miscue (M) x 100 = % of M
No of words in the passage (N)
Example: (to compute for Sandra Santos)
(No. of major miscue) 2 x 100= 3% (M)
(No. of words) 64
% correct = 100% - 3% of M
% correct = 97%
Identify the pupils word recognition level by referring
to Table 1
Record pupil’s responses to the comprehension
question in part B of the Phil-IRI form 2 –
INDIVIDUAL Summary Record (Comprehension.)
Compute the pupil’s comprehension level using the following formula:
Comprehension (C): No. of correct answers x 100 = % of CR
No. of questions
Example: ( to compute for Sandra Santos )
% of CR= 5 X 100
7
% of CR= 71%
Identify the
comprehension level of Word Reading
Recognition Comprehension Level
the pupils. Refer to Independent
Independent Independent
Table 1 on page 2. Independent Instructional Instructional
Independent Frustration Frustration
Identify the overall Instructional Independent
Instructional
Independent
Instructional Instructional
ability of the pupil in Instructional Frustration
Independent
Frustration
Frustration Frustration
word recognition and in Frustration Instructional Frustration
Frustration Frustration
comprehension using Frustration
Non-reader Listening Non-reader
the table. Capacity
Enter each pupil’s data under the appropriate category
in Form 2. The responses of the pupil in the pretest
shall be entered under the pretest columns.
CLASS READING PROFILE
Using the data in the Phil-IRI form 2- Individual
Summary, transfer each pupil’s performance in the
Phil-IRI Form 3-Class Reading Profile. Enter the
names of the pupils in column 1.
For the pretest, check the pretest column
corresponding to the pupils reading level. (see
column 2 treading level)
GLOSSARY
The following terms are operationally defined in the manual:
Assessment Tool - a set of passage given to the child to
determine his/her reading level.
Informal Oral Reading – an assessment on the child’s word
recognition and comprehension
skills.
Intervention Strategy – a scheme, device or activity, a
teacher may provide to remedy or overcome
a reading difficulty.
Level of Questions - these are the questions asked
regarding a passage arranged in the order of
difficulty as;
Literal - questions whose answers are explicitly
stated/given in the story.
Interpretive - these questions which require children to
read between the lines to find the answer. The answers are not directly
stated in the text.
Critical - these are questions which elicit analysis,
synthesis, judgment in the context of the author’s point of view as well as
the reader’s point of view.
Applied - these are questions that draw from the child
his own way of visualizing things in daily life situations.
Non-reader - a pupil who is unable to recognize and sound out letter-
sound connections for single consonants.
- a pupil who is unable to recognize and sound out letter-
sound connections for some consonant blends.
- a pupil who is unable to blend consonants and vowels in
simple one word (cvc, ccvc, cvcc) patterns.
- a pupil who is unable to distinguish among long and
short vowels that follow rules.
Philippine Informal Reading Inventory (Phil-IRI)
- a set of oral reading passages for the elementary grades
in order to get the reading level of the public elementary school
pupils.
Prompt - brief question, description, discussion
as a motivation and background of the passage
to help the child read and understand it. It prior knowledge of
the child.
READING LEVELS
* Frustration - this is the lowest reading level
- the pupil shows withdrawal from
reading situations by crying or refusing to read.
- the pupil commits errors in reading such
as reversal, repetition, substitution, insertion,
mispronunciation, and inability to interpret
punctuation.
- the pupil scores 89% & below in word recognition or 58% & below in
comprehension.
INSTRUCTIONAL - It is the level at which the pupil can profit from
instruction.
- The pupil’s oral reading is rhythmical with conversational tone and
correct interpretation.
- The pupil scores 90 – 96% in word recognition and 59% - 79% in
comprehension.
INDEPENDENT - It is the highest level at which a pupil can read
independently and with ease without the help or guidance of the teacher.
- The pupil is free from tension, finger pointing or lip movement.
The pupil reads with rhythm and with conversational tone and interprets punctuation correctly.
The pupil scores 97 – 100% in word recognition and 80% - 100% in comprehension.
LISTENING CAPACITY - Is an informal measure of ability to
comprehend spoken language. It is the highest level at
which students can understand materials that is read to them with 75%
comprehension.
READING TEACHER - one who teaches reading or the
teacher – adviser of the child tested.
