The Philippine Informal Reading Inventory Manual 2018: Deped Order 14 S. 2018

DepEd Order 14 s.
2018
The Philippine Informal Wedzmer B. Munjilul

Reading Inventory Head Teacher I
CID - LRMDS
Manual 2018
Objectives
❖ Informed, updated and oriented with the new Phil-IRI Manual
2018
❖ Identify the 4 Stages of Phil-IRI Administration
❖ Familiarize with the new Phil-IRI Forms and Answer Sheets
❖ Compare and contrast through analysis of procedures with the
previous Phil-IRI and the 2018 Revised Phil-IRI.
❖ Address misconceptions and other concerns regarding Phil-IRI.
❖ Distribute, use and manipulate the new Phil-IRI Templates.
Stages in the Administration of Phil-IRI
TIMELINE
STAGE 1
1st Qtr
(June-July)
STAGE 2
2nd & 3rd

STAGE 3
Qtr
4th Qtr
(Feb- Mar)
STAGE 4
TIMELINE
STAGE 1
Initial Screening (Phil-IRI Group Screening Test)
Filipino GST : G3 to G6
English GST : G4 to G6
(Phil-IRI Form 1A & 1B shall be submitted to School Head)
1st Qtr
If Raw Score is ≥ 14 If Raw Score is <14
(June-July) -Student continues receiving classroom instruction Student undergoes Phil-IRI assessment
-No need to undergo further testing
-No need for reading remediation
DISCONTINUE
STAGE 2
2nd & 3rd
Qtr STAGE 3
4th Qtr
(Feb- Mar) STAGE 4
TIMELINE
STAGE 1
STAGE 2
Administration of the Phil-IRI Grade Passages
1st Qtr (Individual)
(June-July) Oral Reading English/Filipino
Administration of the Phil-IRI Pretest

Administration of the Phil-IRI Listening Pre-Test for
(Silent Reading English/Filipino)
English/Filipino
Optional for Readers, Not for NR
STAGE 3
2nd & 3rd
Qtr
STAGE 4
4th Qtr
(Feb- Mar)
TIMELINE
STAGE 1
1st Qtr
(June-July)
STAGE 2
STAGE 3
2nd & 3rd
Qtr Provision of Reading Intervention
Student is given individualized/small group instruction
STAGE 4
4th Qtr
(Feb- Mar)
TIMELINE
STAGE 1
1st Qtr
(June-July)
STAGE 2
2nd & 3rd STAGE 3

Qtr
4th Qtr STAGE 4

(Feb- Mar)
Administration of the Phil-IRI Post Test
(English / Filipino)
Progress Reports to be submitted to the School Head
TIMELINE 1st Qtr (June-July)
STAGE 1 Phil-IRI Group Screening Test | Filipino GST : G3 to G6 | English GST : G4 to G6
Step 1: Secure an updated copy of the class list (SF1 if possible) Step 2: Secure complete set of the Phil-IRI Testing Kit
and attach it to Phil-IRI Form 1A and 1B. (provided by the School Head or coordinator).
a. Phil-IRI Manual for Administration

b. Phil-IRI Practice Item Charts
c. Phil-IRI Group Screening Test Forms
d. Phil-IRI Group Screening Test Answer Sheets
e. Timer
f. Pen
g. Masking Tape
Step 3: Prepare for Testing.

Sabihin:
Say: “Magandang umaga/hapon. Ako po si _____. Sa araw na ito,
“Hello, I am _____. For this day, we will not be holding regular hindi tayo magkakaroon ng regular na klase Bawat isa sa inyo
class. Each of you will be asked to read a set of passages that ay bibigyan ng ilang mga babasahin na may nakalakip na
have corresponding questions. tanong ukol sa binasa.
Read each passage carefully and answer the questions that Basahin nang mabuti ang talata at sagutan ang mga
follow. tanong sa abot ng inyong makakaya.
You will only be given 30 minutes to finish reading the selections Bibigyan lamang kayo ng 30 minuto para tapusin ang
and answer all of the questions.” pagbabasa ng mga talata at pagsagot sa mga tanong”.
Step 4: Administer the Phil-IRI Group Screening Test
a. Secure number of copies (total class plus 1)
b. Give the reminders:
REMINDERS
c.
MGA
Distribute the answer sheets. Have the students fill in their
PAALALA
1.Avoid
personal talking, eating, and going to the rest room 1.Iwasan makipag-usap sa katabi at magpunta sa
information.
while testing is going on. banyo habang sinasagutan ang pagsusulit na ito.
- Remind the students what to write (name, age etc).
2.Do not the
- Inform writestudents
on the test booklet.
to encircle Write(inyour
their gender 2.Iwasan ang pagsult/pagmarka sa test booklet.
the answer
answers
sheet). on the answer sheet. Isulat ang mga sagot sa sagutang papel.
- Show them the answer sheet (Ex: accomplished answer sheet)
3.Read all of the selections as best as you can. 3.Basahin lahat ng seleksyon nang mabuti.
4.Answer
d. Using all of themodel
a chart, questions
how thethat
test follow.
should be answered. 4.Sagutan lahat ng sumusunod na tanong.
5.If you have a question, please raise your hand.
The chart may be written on the board or made using any visual
5.Kung kinakailangan ang paglilinaw, itaas ang
The teacher
material which canwillbeapproach
preservedyou.
in the future. kamay para malapitan kayo ng guro.
e. Distribute the test booklets.
f. If there are no questions, have them answer the test silently.
Step 5: Report the Results.
a. Fill out Phil-IRI Form 1A (Fil) or 1B (Eng).

b. Record the names (attach class list for
reference).
c. Choose check mark if student took the test and
choose X mark if otherwise.
d. Identify the type of question in each item in the
test (Teacher’s Copy) and record the correct
answers of each student per type.
e. Template will auto-generate the results.
f. Students marked “<14” (less than) will proceed
to Phil-IRI Stage 2.
g. Submit Phil-IRI Form 1A & 1B to School Head.
Automated template will be distributed later along

with demonstration on how to use it.
REMEMBER:
Phil-IRI GST will tell you whether students’ reading are at, or below,
their grade placement. Such that:
* Test includes 3 to 4 selections in English & Filipino.
* Each selection has multiple-choice items worth 20 points.
* Cut-off referral is at 14 point score, and below it (13) are referred to
the next stage.
TIMELINE 1st Qtr (July-August)
STAGE 2 Administration of the Phil-IRI Graded Passages (Pre-Test) |Oral Reading English/Filipino
Step 1: Determine the Starting Point of Graded Passages
Prerequisites:
1.1 - Materials: 1.2 - Testing Area:
1.1.1) Copy of Form 1A and/or 1B 1.2.1) Secure an area for testing (ventilation, lighting, ambiance)
1.1.2. Phil-IRI Manual for Administration 1.2.2) Check the testing kit if complete.
1.1.3) Phil-IRI Test booklets for one-on-one administration 1.2.3) Layout the necessary materials (booklets, Phil-IRI forms)
1.1.4) Phil-IRI Form 3A and/or 3B
1.1.5) Phil-IRI Form 4A and/or 4B 1.3 - Prepare for Testing
1.1.6) Timer 1.3.1) Review the procedures for Administration & Forms.
1.1.7) Pen 1.3.2) Locate the passages to be administered and determine
1.1.8) Recording device the starting point.
GST Score Graded Passage
0 - 7 out of 20 3 levels below

Learner Performance on Group
Screening Test
8 - 13 out of 20 2 levels below
Step 2: Identify the learner’s Reading Levels for Independent, Instructional, and Frustration.
2.1 - Assessing Performance
2.1.1 - Orienting the learning, establishing rapport, and administer the test.
2.1.2 - Ask the motivation & motive questions.
2.1.3 - Let the learner read the selection.
2.1.4 - After reading, show the multiple choice items on the student’s booklet.
2.1.5 - Check learner’s performance, if the learner goes back to the selection to identify
the answer, mark the scoring sheet (if correct) and write LB (looked back).
2.2 - Recording and Reporting of Results

2.2.1 - Fill-out Phil-IRI Form 3A/3B for each passage.
2.2.2 - Find the learner’s independent, instructional & frustration levels.
Grade Passage
One Level One Level than Previous
Result
Independent Higher -> Instructional Higher -> Frustration
Instructional Higher -> Frustration Lower -> Independent
Frustration Lower -> Instructional Lower -> Independent

2.2.3 - Marking & Scoring the Oral Reading Miscues
2.2.4 - Marking & Scoring the Oral Reading Miscues
Reading Speed = number of words read x 60
Reading time in seconds
Oral Reading Score = number of words - number of miscues x 100
number of words
Comprehension Level = number of correct answers x 100
number of questions
Oral Reading Level Word Reading Score Comprehension Score
Independent 97-100% 80-100%
Instructional 90-96% 59-79%
Frustration 89% and below 58% and below
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
2.2.5 - Fill-out Form 4A and 4B (items may be referred to Form 3A &
3B)
STAGE 2 Administration of the Phil-IRI Graded Passages (Pre-Test) |Optional Stages 2a and 2b
Step 3: Administer Listening Comprehension Test and/or Silent Reading Test

3.1 - Listening Comprehension Test (Recommended for Poor/Non-Readers)
Test Administrator
3.2 - Silent reads the selection along with the questions instead of the learner. Phil-IRI Forms
Reading Test
3A/3B and 4A/4B will still be used without the items indicating miscues and shall only focus on
comprehension. The result of this test will be the learner’s Reading Profile for Listening
Comprehension Test.
Same procedure is conducted except that instead of the student reading the passages audibly, it will
be done silently. The questions will be read by the test administrator unlike Oral Reading where the
learner has the option to read it or the facilitator.
STAGE 2 Administration of the Phil-IRI Graded Passages (Pre-Test) |Oral Reading English/Filipino (Flow Chart)
Step 1: Determine Starting Point of Graded Passages
Step 2: Compute scores in Word Reading & Comprehension to identify Reading Levels
for each passage.
(Optional)
Grade Passage Result Step 3:Independent
Administer Listening Comprehension
Instructional & Silent Reading
Frustration
One Level Higher -> Instructional Higher -> Frustration Lower ->Instructional
One Level than

Previous Higher -> Frustration Lower -> Independent Lower -> Independent
Step 1: Determine Starting Point of Graded Passages
Step 2: Compute scores in Word Reading & Comprehension to identify Reading Levels
for each passage.
(Optional) Step 3: Administer Listening Comprehension & Silent Reading
Stage 2a: Stage 2b:

Listening Comprehension Silent Reading
TIMELINE 2nd & 3rd Qtr
STAGE 3 Provision of Reading Intervention (Specialized Instruction/Reading Intervention)
R = D x LC
Reading Decoding or Language
Comprehension Word Reading Comprehension
Figure 1. Simple View of Reading by Wesley Hoover & Philip B. Gough (1990)
Classroom Classroom Instruction Informed

Assessment by Assessment
Child’s Reading Child’s Reading

Performance during BoSY Performance during EoSY
Individual Specialized Instruction Informed

Assessment by Assessment
Figure 2. Assessment & Instruction for Reading Development

Purpose of Assessment
Gather enough information about a learner’s performance to facilitate effective decision-making
(Airasian, 2001).
Information that:
a. Describes performance based on that which is administered.
b. Provides an estimate what the respondent can do based on the competencies tested.
c. Is not conclusive but may be used to infer with other assessment procedures.
d. Should inform instruction/intervention designs.
Domains of Literacy Assessed by Phil-IRI
Word Comprehensi
Fluency
Recognition on
Word
= Phonological Awareness + Alphabet Knowledge
Recognition
In short, the teacher assess if the reading material matches the learner’s reading performa
Phonological Awareness is the ability to recognize and work with sounds in spoken language which
include phonemic awareness and phonics.
WORD ONSET RIME

clap cl -ap
cat c -at
Alphabet Knowledge refers to recognizing, naming and sounding out all the upper and lower case
letters in the alphabet.
Word
Recognition
In short, the teacher assess if the reading material matches the learner’s reading performa
MISCUES
substitution mispronunciation
Omission Substitution Mispronunciation
Insertion Repetition
Transposition
^ Reversal
Word
Recognition
What if there is nothing to assess, i.e. Non-Readers? Or in cases of very slow readers
“Modified” MARUNGKO APPROACH

1. Mm 8. Uu 15.Ng ng
2. Ss 9. Tt 16.Pp
3. Aa 10.Kk 17.Rr
4. Ii 11.Ll 18.Dd
5. Oo 12.Yy 19.Hh
6. Bb 13.Nn 20.Ww
7. Ee 14.Gg
Mga Titik Banyaga
“ May ubas si Ela sa mesa.”

m, s, a, i, o, b, e, u
Word
Recognition
Word Recognition in the MT and in Filipino
Learner’s Learner’s Oral What the Learner

Experience Language, L1 will Read, L1
Shifting to Word Recognition in English L2
Instruction of Oral What the Learner

Language, L2 will Read, L2
Word
Recognition
Shifting to Word Recognition in English L2 : Word Families
a. CVC Pattern (short vowel words)

b. Consonant Blends (Initial & Final blends)
c. Consonant Diagraphs
d. Long Vowel Words ending in silent e
e. Words with Vowel Diagraphs
f. Vowels with Diphthongs
“ The purpose is that they learn to recognize words quickly and automatica
so that they can turn their attention to comprehension of the te
Fluency
Speed Expression
SKILLS
Reading
• Appropriate decoding skills and strategies
When reading progresses to word
Fluent reading resembles
• Wide Aloud
vocabulary of words that they groupings,
understand lack of expression may
conversational
• Setspeaking,
of wordsthat
theyis; can read with automaticity
still be evident until such time
students read accurately
• Ability withouthow they read
to monitor reading progresses towards
effort and •with expression.comprehension strategies as they read
Appropriate
phrase units.
• The motivation to read on their own and with purpose
Accuracy
When the voice is hardly audible
or heard, it may suggest
uncertainty on the accuracy of the
words being read.
Word
DEVELOPING Fluency Comprehension
Recognition
“HOW” : Student behaviours while reading
Evident reading behaviours should direct teachers in

assisting them to perform at their current level rather than
at their grade level.
1 Minute Reading Intervention

Current level Grade Level
Repeated Reading
Fluent Fluent
Modelled Reading
Word
Fluency FactorsComprehension
that Affect
Recognition
Listening Reading
Schema
Comprehension Vocabulary
Comprehension
Word
Fluency
Recognition
TEXT
Listening Comprehension Strategies

BEFORE DURING AFTER
Connect
Listen for Answers
Predict Respond
Quick Check
Talk about new words
Creative Reading
Integration / Application
Evaluation / Critical reading
Inferential Comprehension
Literal Comprehension
Comprehensi Schema Word Recognition Reading

on Fluency Vocabulary Comprehension
6 Tasks in Word
1.Learning to read known wordsKnowledge
2.Learning new meanings for known words
3.Learning new words that represent known concepts
4.Learning new words that represent new concepts
5.Clarifying and enriching the meaning of known
words
6.Moving words from receptive to expressive
vocabulary
Gunning, T. (2008) The Reading Teacher
Comprehension
Comprehension Strategies
Exercises in building
Activities to inform student
associations - information &
comprehension & regulating it.
prior knowledge
Processes needed for the
Preparational Organizational Constructing relationships
Metacognitive
Strategies reader to get
Strategies ready to construct
Elaboration Strategies
Strategies
among ideas & concepts.
meaning
❖ Activating prior ❖ Complementing the ❖ Making inferences ❖ Regulating
knowledge main idea ❖ Imaging ❖ Checking
❖ Setting purpose and ❖ Determining ❖ Generating ❖ Repairing
goals important details questions
❖ Previewing ❖ Organizing details
❖ Predicting ❖ Sequencing
❖ Following directions
❖ Summarizing
Comprehension
5 Steps in Teaching
Strategies
Comprehension Strategies
1
2
4
3
5 Demonstrating
Guided
Modeling
&
Practice
Introducing the Strategy
the Strategy
Independent Practice
& Application
Assessment &
Reteaching
Explicit Instructions by Gunning, T. (2008)
TIMELINE 4th Qtr (February-March)
STAGE 4 Administration of the Phil-IRI Post Test (English/Filipino)
Repeat Stage 2 Procedures:
Step 1: Conduct Initial Screening to determine Starting Point of Graded Passages
Step 2: Administer Oral Reading and compute Word Reading & Comprehension for each Reading Levels
Step 3: Report Results using Phil-IRI Form 3A/3B and Phil-IRI Form 4A/4B
Step 4 (Optional): Conduct additional testing Listening Comprehension & Silent Reading
Objectives
❖ Informed, updated and oriented with the new Phil-IRI Manual
2018
❖ Identify the 4 Stages of Phil-IRI Administration
❖ Familiarize with the new Phil-IRI Forms and Answer Sheets
❖ Compare and contrast through analysis of procedures with the
previous Phil-IRI and the 2018 Revised Phil-IRI.
❖ Address misconceptions and other concerns regarding Phil-IRI.
❖ Distribute, use and manipulate the new Phil-IRI Templates.
DepEd Order 14 s. 2018
The Philippine Informal Wedzmer B. Munjilul

Reading Inventory Head Teacher I
CID - LRMDS
Manual 2018
www.ischoolforms.com.nu

The Philippine Informal Reading Inventory Manual 2018: Deped Order 14 S. 2018

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Verfügbare Formate

DepEd Order 14 s.

The Philippine Informal Wedzmer B. Munjilul

2nd & 3rd

Administration of the Phil-IRI Pretest

2nd & 3rd STAGE 3

4th Qtr STAGE 4

a. Phil-IRI Manual for Administration

Step 3: Prepare for Testing.

a. Fill out Phil-IRI Form 1A (Fil) or 1B (Eng).

Automated template will be distributed later along

GST Score Graded Passage

0 - 7 out of 20 3 levels below

2.2 - Recording and Reporting of Results

Independent Higher -> Instructional Higher -> Frustration

Instructional Higher -> Frustration Lower -> Independent

Frustration Lower -> Instructional Lower -> Independent

Step 3: Administer Listening Comprehension Test and/or Silent Reading Test

Step 1: Determine Starting Point of Graded Passages

One Level than

Step 1: Determine Starting Point of Graded Passages

(Optional) Step 3: Administer Listening Comprehension & Silent Reading

Stage 2a: Stage 2b:

Classroom Classroom Instruction Informed

Child’s Reading Child’s Reading

Individual Specialized Instruction Informed

Figure 2. Assessment & Instruction for Reading Development

Domains of Literacy Assessed by Phil-IRI

WORD ONSET RIME

“Modified” MARUNGKO APPROACH

“ May ubas si Ela sa mesa.”

Word Recognition in the MT and in Filipino

Learner’s Learner’s Oral What the Learner

Shifting to Word Recognition in English L2

Instruction of Oral What the Learner

a. CVC Pattern (short vowel words)

“HOW” : Student behaviours while reading

Evident reading behaviours should direct teachers in

1 Minute Reading Intervention

Listening Comprehension Strategies

Comprehensi Schema Word Recognition Reading

Step 1: Conduct Initial Screening to determine Starting Point of Graded Passages

The Philippine Informal Wedzmer B. Munjilul

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