Republic of the Philippines

Department of Education
Region VII, Lapu-Lapu City

Name of School: Maribago High School Name of School Head: Perpetua N. Padayao

Name of Phil-IRI Coordinator: Iris Q. Jomalon Number of Classes per Grade Level: G-7-275

District: 4____

Consolidated Phil-IRI Analysis Report

I. Introduction
Learning to read is an individual process and development and it is therefore a very crucial stage to undertake as teachers to develop a child’s strengths,
weaknesses, and needs. To teach a child to read at his independent level is a very hard task to accomplish and it’s true also for their reading comprehension, to
develop their comprehension is likewise the hardest task to handle . That’s why it is very important to enhance a child’s instinct by engaging them to learn using
appropriate materials for their proper development and cautioned them to engage more on multimedia. But, sad to say that the 21St century learners are ought to
value more on multimedia than giving merits to ancient practices.

The reason why the Department of Education lunched the Philippine Informal Reading Inventory( Phil-IRI) that directly addresses its thrust to make every Filipino
child a reader . It is designed to determine the individual student’s performance in oral reading, silent reading and listening comprehension. These three types of
assessments aims to find the student’s independent, instructional and frustration level. (by: Home/ DepEd Resources/2018 Updated Phil-IRI Manual)

All G-7 advisers were tasked to conduct Phil-IRI in both English and Filipino with their respected advisory class last February 6-7. The said reading inventory was
done in a one on one reading assessment by the teacher. There were 275 G-7 students that were given assessment with the said reading inventory.
 II. Beginning of SY Results
PHIL-IRI (STAGE 2)
School Year 2019-2020

NO. OF NO. OF CLASS READING PROFILE IN ENGLISH CLASS READING PROFILE IN FILIPINO
PUPILS PUPILS SET Number of Learners in Each Level Number of Learners in Each Level
GRADE &
SECTION Tested Tested READING READING
WORD READING WORD READING
in in PASSAGE PROFILE PER PROFILE PER
English Filipino
RECOGNITION COMPREHENSION RECOGNITION COMPREHENSION
PASSAGE PASSAGE

FRUS. INS. IND. FRUS. INS. IND. FRUS. INS. IND. FRUS. INS. IND. FRUS. INS. IND. FRUS. INS. IND.

G-7 EL 40 40 A 6 23 11 19 13 8 7 26 7 6 8 23 10 20 7 10 19 8

G-7 NA 38 38 A 11 14 13 13 16 9 12 16 10 2 13 19 12 11 11 2 20 12

G-7 LN 40 40 A 2 25 9 12 20 4 9 22 5 2 4 34 10 22 8 6 22 12

G-7 EG 48 48 A 4 21 12 21 8 8 9 18 10 0 2 39 8 22 11 2 25 14

G-7 RL 39 39 A 6 27 6 12 24 3 12 24 3 4 4 30 16 12 10 8 22 7

TOTAL 205 205 29 110 51 77 81 32 49 106 35 14 31 145 56 87 47 28 108 53

G-7 JG 40 40 A 2 16 14 7 19 6 7 19 6 3 3 34 6 23 11 6 23 11

G-7 EP 37 37 A 4 16 14 12 14 8 8 16 10 1 16 18 8 15 12 1 20 14

TOTAL 77 77 6 32 28 19 33 14 15 35 16 4 19 52 14 38 23 7 43 25
 TOTAL 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

OVER-
TOTAL 282 282 35 142 79 96 114 46 64 141 51 18 50 197 70 125 70 35 151 78

III. Interventions
The teachers in Maribago High School joined forces to solve the Non-reader problems by having a remedial reading sessions during their vacant periods, call-up parents
attention regarding the said problems, and conducting a peer tutorials.
Some teacher used flashcards and other reading materials to improve their reading skills.
IV. End of SY Results

PHIL-IRI (STAGE 4)
School Year 2019-2020
NO. OF NO. OF CLASS READING PROFILE IN ENGLISH CLASS READING PROFILE IN FILIPINO
PUPILS PUPILS SET Number of Learners in Each Level Number of Learners in Each Level
GRADE & READING READING READING READING
SECTION Tested in Tested in PASSAG WORD WORD
English Filipino
COMPREHENSIO PROFILE PER COMPREHENSIO PROFILE PER
E RECOGNITION RECOGNITION
N PASSAGE N PASSAGE
FRUS INS. IND. FRUS INS. IND. FRUS INS. IND. FRUS INS. IND. FRUS INS. IND. FRUS INS. IND.
 . . . . . .

G-7 EL 40 40 A 2 30 9 35 5 0 1 31 9 1 4 35 33 7 0 1 3 36
G-7 NA 38 38 A 1 21 16 27 10 1 1 21 16 1 16 21 26 11 1 1 15 22
G-7 LN 37 37 A 1 21 15 29 9 0 1 21 15 1 7 29 30 7 0 1 9 27
G-7 EG 46 46 A 0 25 21 44 2 0 0 25 21 0 36 10 0 4 36 0 30 16
G-7 RL 39 39 A 1 32 7 32 7 0 1 32 7 1 35 3 26 13 0 1 30 8
TOTAL 200 200 5 129 68 167 33 1 4 130 68 4 98 98 115 42 37 4 87 109
G-7 JG 38 38 A 1 26 11 0 7 31 1 26 11 1 23 14 29 9 0 1 21 15
G-7 EP 37 37 A 1 24 12 33 4 0 1 24 12 1 22 14 28 9 0 1 20 16
TOTAL 75 75 2 50 23 33 11 31 2 50 23 2 45 28 57 18 0 2 41 31

TOTAL 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
OVER-
TOTAL 275 275 7 179 91 200 44 32 6 180 91 6 143 126 172 60 37 6 128 140

V. Comparative Analysis of Beginning if the SY Results to End of the SY Results

Beginning Results:
Overall Total of students Word Recognition in English Reading Comprehension in Reading Profile Per Passage in
( Frustration Level ) English English
(Frustration Level) (Frustration Level)
282 35 96 64
Word Recognition in Filipino Reading Comprehension in Reading Profile Per passage in
(Frustration Level) Filipino Filipino
(Frustration Level) (Frustration Level)
 282 18 70 35

End Results:
Overall Total of Students Word Recognition in English Reading Comprehension in Reading Profile Per Passage in
( Frustration Level ) English English
(Frustration Level) (Frustration Level)
275 7 200 6
Word Recognition in Filipino Reading Comprehension in Reading Profile Per passage in
(Frustration Level) Filipino Filipino
(Frustration Level) (Frustration Level)

275 6 172 6

VI. Conclusions
In spite of the hectic schedule in conducting the intervention, at least frustration level in Word Recognition and Reading Profile Per Passage was decreasing in end result.
But in Reading Comprehension level, it was indeed increasing in number.

VII. Recommendations