Phil-IRI, 10-12

THE Phil-IRI:
AssessING the LeARNeRs

READING DIFFICULTIES and
DESIGNING appropriate
intervention
Felicitas E. Pado, PhD

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 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)
What is Phil-IRI?
a classroom-based reading assessment
assesses the students 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

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)
..\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 readers
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 8item 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 s/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 pupils 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 readers prior
knowledge

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
Comic Sans, Font Size 14

Grade 3
Comic Sans, Font Size 12

Grade 4

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)

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

Steps in Administering the Phil-IRI

Stage 1:
Administration of the Initial Screening :

Group Screening Test

Interpreting the Results of GST
Raw 0-7 points take the Phil-IRI
test which is 3 levels lower than
his/her grade level
score
8-13 points take the Phil-IRI
in test which is 2 levels lower than
his/her grade level
GST
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.

Stage 2. Administration of the Phil-IRI
A. Oral Reading Test

Objectives:
identify the students 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. Omission of Punctuation marks
7. Reversal
8. Hesitation
Defining and Marking the
Miscues

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

word.
house
The big horse started to trot.
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.
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.

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 proofreaders symbol for

transposition.
The gardener is working in his vegetable

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

Marking the Oral Reading Miscues
Miscue the Miscue
Omission Circle the The Count as 1
omitted huge error a
unit of a word or
language. elephant phrase
omitted.

Type of Marking the Example Scoring
Miscue Miscue
Substitu Write the Count as 1
tion word monkey error every
directly substitu
monkey
above the tion
substituted
it.

Miscue the Miscue
Insertion Use a caret Count a
lovely
to show word or a
the^ flowers
where the in the vase phrase
word/s was inserted as
inserted one error.
and write
the word
above the
caret.
Type of Marking the Example Scoring
Miscue Miscue
Repeti- Draw a line from They Count as
tion the point at found it in one error
which the reader the every word
decides to
retrace his steps
or phrase
to the point the repeated.
repetition
begins.

Miscue the Miscue
Reversal Write the dab Count as
word/non bad one error
word every
above the reversal
correct made.
word.

Miscue the Miscue
Hesitation A pause is He bought a Count as
marked basket of one error
through an P
every
elongated P. vegetables.
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 Percentag of the
Number of Words Correctly Read
No. of words in the passage number of miscues X 100

number of words

Example:
Karlos 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
Karlos 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
Karlos comprehension skill: 57%

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

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.

Instructional Level
I can read this with my teachers 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.

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.

Oral Reading Profile
Word Reading Comprehension Oral Reading Level
Score (in %) Score (in %)
97-100% 80-100% Independent
90-96% 59-79% Instructional
89% and below 58% and below Frustration

Karlos 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
Karlos Oral Reading Profile: Frustration

What should the teacher do with
pupils like Karlo?

Qualitative analysis
Does word-by-word reading
Behavior Lacks expression; reads in a monotonous tone
while Voice is hardly audible
Reading Disregards punctuation
Points to each word with his/her finger
Employs little or no method of analysis
Other observations
B. Listening Comprehension
What is the level of comprehension?

C. The Phil-IRI Silent Reading Test
Assesses the students
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

Students Reading Profile per
Passage
Word Reading Reading Reading Profile
Comprehension 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
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 cant
understand what is being read. (C)

Development of Reading
comprehension
Reading
Comprehension
Fluency
Vocabulary
Word development
recognition
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 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?
Analyze the posttest results
Is there reading progress?
What reading difficulties were

addressed?; what reading difficulties still
persist?
What other interventions should be

done?
Thank You!

Phil-IRI, 10-12

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THE Phil-IRI:

AssessING the LeARNeRs

Felicitas E. Pado, PhD

Felicitas E. Pado, PhD

Felicitas E. Pado, PhD

Felicitas E. Pado, PhD

Felicitas E. Pado, PhD

Felicitas E. Pado, PhD

Grades 2 to 6: 3 to 4 short passages in

Grade 3 to 6: 3 to 4 short passages in

Felicitas E. Pado, PhD

Felicitas E. Pado, PhD

Types of Text:..\English, Set B

Topics of expository texts

Felicitas E. Pado, PhD

Felicitas E. Pado, PhD

Felicitas E. Pado, PhD

rate of reading: measured by recording the

comprehension: measured by answering 5

Is the difficulty in answering the

Felicitas E. Pado, PhD

Felicitas E. Pado, PhD

Teacher reads the selection while the pupil

Is there a difference between the score in oral

Felicitas E. Pado, PhD

Purpose: to gauge the pupils reading speed

Felicitas E. Pado, PhD

Reading comprehension: measured by

Felicitas E. Pado, PhD

Felicitas E. Pado, PhD

Kindergarten Grade 1 Comic Sans, Font Size 18

Grade 2 Comic Sans, Font Size 16

Comic Sans, Font Size 14

Comic Sans, Font Size 12

Felicitas E. Pado, PhD

Felicitas E. Pado, PhD

All passages were content-validated by a

Felicitas E. Pado, PhD

Felicitas E. Pado, PhD

Administration of the Initial Screening :

Felicitas E. Pado, PhD

Felicitas E. Pado, PhD

Felicitas E. Pado, PhD

A. Oral Reading Test

Felicitas E. Pado, PhD

Felicitas E. Pado, PhD

Felicitas E. Pado, PhD

Underline the text and write the phonetic

Circle the omitted word.

Tony saw an enormous elephant in the

Write the word read directly above the correct

Text: His big sister is in school.

Indicate it with a caret at the point of

Text: The red roses are in the lovely vase.

Draw a line from the point at which the reader

The red roses are in the lovely vase.

Text: The gardener is working in his vegetable

Use a proofreaders symbol for

The gardener is working in his vegetable

Felicitas E. Pado, PhD

Felicitas E. Pado, PhD

Felicitas E. Pado, PhD

Felicitas E. Pado, PhD

Felicitas E. Pado, PhD