The How-To of the

Phil-IRI Forms
with Samples for
Benchmark
 Specific Directions for the Administration
of the Phil-IRI Graded Passages
STEP 1: Secure a copy of the submitted Form 1A / 1B

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 Specific Directions for the Administration
of the Phil-IRI Graded Passages
STEP 1: Secure a copy of the submitted Form 2

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 Specific Directions for the Administration
of the Phil-IRI Graded Passages

STEP 2: Secure a complete set of the Phil-IRI Testing Kit:

1. Phil-IRI Manual for Administration
2. Phil-IRI Test Booklets for one-on-one administration
a. Teacher’s Copy b. Student’s Copy
3. Phil-IRI Form 3A / 3B: Markahang Papel ng Panggradong Lebel na
Teksto / Grade Level Passage Rating Sheet (Appendix D1 and D2)

4. Phil-IRI Form 4: Talaan ng Indibidwal na Pagbabasa / Individual

Summary Record (ISR)
5.Timer
6. Pen
7.Recording device
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 Specific Directions for the Administration
of the Phil-IRI Graded Passages

STEP 3: Set Up the Testing Area

1. Secure an area conducive for testing (i.e. well-ventilated, well-lit and free from distractions)

2. Make sure the testing kit is complete

3. Layout the necessary materials (e.g. booklets, score sheets)

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 Specific Directions for the Administration
of the Phil-IRI Graded Passages

STEP 4: Prepare for Testing

1. Review the procedures for administration and accompanying forms

2. Determine the kind of test to be administered

a. Oral Reading Comprehension
b. Listening Comprehension
c. Silent Reading Comprehension

3. Determine the Starting Point

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Specific Directions for the Administration
of the Phil-IRI Graded Passages

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 Specific Directions for the Administration
of the Phil-IRI Graded Passages
STEP 5: Assess Performance
a. Orient the test-taker, establish rapport, and administer the test:
1. Oral Reading Comprehension, or
2. Listening Comprehension, or
3. Silent Reading Comprehension
b. Procedure
1. Ask the motivation and motive questions.
2. Let the pupil read/listen to the selection.
3. After the child has listened to/read the selection, show the multiple
choice items on the student’s booklet.
4. If the child answers the question with the response, “I don’t know,”
mark the item on the scoring sheet with an X.

5. If the student asks to go back to the selection to look for the answer,
he/she may do so. If the student is then able to answer correctly, mark
the item on the scoring sheet as correct and write LB (Looked Back). 8
 Specific Directions for the Administration
of the Phil-IRI Graded Passages
STEP 6: Report Results
A. Form 3A/3B
1. Fill out all the required student information and test details in Form 3A / 3B.
2. In Part A of the form, record the time when the student starts and ends reading the passage. Then,
compute the reading rate.

If the student is asked to read orally:

3. As the child reads, record the student’s miscues

4. Then, record the student’s response to each question. Check the

responses of the student. Indicate the total number of correct
responses. Look for the equivalent percentage of the score Indicate
the total number of correct responses. Look for the equivalent
percentage of the score. Then, indicate the reading level of the
student in comprehension. 9
5. In Part B of the form, get the total miscues of the student. Indicate the
number of words read correctly in the passage. Compute the word reading
score (Refer to Section K: Computing the Oral Reading Score). Finally,
indicate the word reading level by referring to Table 7.

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 A. Marking and Scoring the Miscues
When administering the Phil-IRI Graded
Passages, both the teacher and the
student need to have a copy of the
passage to be read by the student. While
the student is reading a passage orally, the
teacher records every miscue committed.
“

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“

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B. Recording the Miscues
✦ The summary of the miscues made are recorded in Phil-IRI Form 3A/3B.

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 c. Computing the Oral Reading Score per Passage
✦ The computation of the oral reading score involves counting the number of
miscues during oral reading. Each miscue carries equal weight, regardless of
whether it affects the meaning of the passage or not. Karlo’s oral reading
illustrates a sample computation of miscues.

✦ Example: Karlo’s Performance in Oral Reading

No. of words in the passage : 101
No. of miscues: 12
101 – 12 = 89/101 x 110 = 88.11%
Karlo’s Rating in Oral reading is 88.11 15
 d. Recording the Speed and Rate in Oral Reading
✦ The teacher-administrator records the time that the student starts reading the
passage orally; s/he computes the number of seconds/minutes that it took the
student to read the passage.

✦ Example: Karlo’s Reading Speed

No. of words in the passage : 101
No. of minutes it took Karlo to read it : 1.10 mins. (70 seconds)
(101/70) x 60 = 86 words per minute
Karlo’s reading rate: 86 words per mimute 16
e. Computing the Student’s Comprehension of the
Passage
✦ After the student has read the passage, the teacher reads the comprehension
questions and records the student’s responses in the Form 2A/2B. For items
where the student asks to go back to the selection to look for the answer, and is
then able to answer correctly, mark the item on the scoring sheet as correct and
indicate LB (Looked Back)

✦ Example: Karlo’s Reading Comprehension

No. of correct answers: 3
No. of questions: 7
(3/7) x 100 = 43%
Karlo’s reading comprehension: 43% 17
Table of Percentage for Comprehension Scores

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f. Analysis and Interpretation of Word Reading and
Comprehension Level
✦ The Phil-IRI reading test uses predetermined set of criteria in identifying the
reading level of each student for each passage. These criteria include the
percentage of word recognition accuracy and the percentage of correct answers
to comprehension questions (adapted from Johnson, Kress and Pikulski, 1987).

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✦ To illustrate, let us look at Karlo who is in Grade 4. His word reading and
comprehension scores are as follows:

✦ Karlo’s Rating in Oral reading is 88.11% : Frustration

✦ Karlo’s reading rate: 86 words per minute
✦ Karlo’s reading comprehension: 43% : Frustration

Karlo’s Oral Reading Profile : Frustration

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✦ The learner’s word reading score and comprehension score should be taken
together to determine a comprehensive reading profile for that passage. A
description of the student’s reading profile in word reading and comprehension
per passage is presented in Table 8.

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b. Form 4
1. Use separate forms for the English and Filipino administered Phil-IRI.
2. Fill out the required student information and test details.
3. Record the word reading and comprehension levels of the student in all
Phil-IRI taken. Refer to Forms 3A and 3B for the details.:
4. Fill out the Oral Reading Observation Checklist by marking each item with a or
an X.
5. To fill out the Summary of Comprehension
Responses Table, refer to the Phil-IRI booklet
(Teacher’s copy) to identify the type of question for
each item in the tests taken. Record the number of
Literal, Inferential and Critical questions answered in
each test. (Ex: If Student B got 1 correct answer out
of 2 literal questions, record it as 1/2 beside L=)
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 6. Indicate the Total Score, Percentage, and Reading Level for each test
taken. Refer to Forms 3A and 3B for the details..

The results of the Phil-IRI are analyzed quantitatively and qualitatively.

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Quantitative analysis involves
summing up the number of miscues observed;
recording the number of minutes it took the student to read
the passage; and
getting the number of correctly answered comprehension
questions about the passage.

The combined results of the word recognition and the

answers to the comprehension questions will give the
reading level of the student per passage: whether s/he is
in the independent, instructional or frustration level.

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The qualitative analysis consists of
analyzing what types of miscues are made and describing the
student’s behavior while reading

assesses whether the reading material matches the

learner’s reading performance

The teacher may give the student a reading material with

a lower readability level if s/he detects that the grade
level reading material is too difficult for the student.

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 Qualitative Analysis
analyzing what types of miscues are made and describing the
student’s behavior while reading
What miscues are often committed?

Do these miscues affect the meaning of the

passage?

The teacher likewise records the behavior of the student

while reading using the Observation Checklist (adapted
from Gray Oral Reading Behavior). (See Appendix D,
Phil IRI Form 4).

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 The Listening Comprehension
and
Silent Reading Test
After the administration of the Phil-IRI Oral Reading Test, the teacher may opt to
administer a Listening Comprehension for the nonreaders and a Silent Reading
Test to further assess the student’s reading speed and comprehension. These
are, however, optional activities.

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Reminders on Conducting
Assessments
and Interpreting Assessment
Results

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1. Guidelines on Conducting Assessment
a. Recognize your role as an assessor.
b. Develop rapport.
c. Clarify your purpose.

d. Recognize diversity.

e. Regard the learners with respect.

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 Guidelines on Interpreting Assessment Results

a. Assessment information describes performance.

b. Assessment information provides an estimate.

c. Refrain from stereotyping..

d. Assessment should inform

instruction.
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3. Ethical Issues and Responsibilities

✦ The tests have been reviewed and written with

the Filipino child in mind. The themes and
selections were drawn from an understanding
of the nature of the developing child in the
Philippines. It embraces learners’ diversity
such that dialectal variations are not
considered as errors. The tests have been
written so that terms and examples are not
offensive to students of different gender, race,
religion, culture or nationality.

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3. Ethical Issues and Responsibilities

✦ The child must be treated with respect at all

times. It must take place in a non-threatening
environment with adequate conditions that will
encourage optimal learner performance. The
administration of this test must adhere to the
DepEd Child Protection Policy4 (specifically
Section 3. L.3 that states the need to protect
children from psychological harm).

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“ SA SIYETE, UNA ANG BATA PIRME”

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