Phil Iri Manual Form – Fill Out and Use This PDF

Note: Phil-IRI Recording Forms shall be downloaded to the Phil-IRI website: www.phil-iri.com

English Team

Filipino Team

Ph ilippin e I n for m al Readin g I nv en t or y

Consultants

Project Management Staff

Project Coordinators/Writers

(English/Filipino)

Support Staff

PREFACE

The Philippine Informal Reading Inventory (Phil-IRI) is an initiative of the Bureau of Elementary Education – Department of Education that directly addresses its thrust to make every Filipino child a reader. It is anchored on the flagship program of the Department “Every Child A Reader Program,” the goal of which is to enable every Filipino child to communicate both in English and Filipino through effective reading instruction.

The Phil-IRI is an assessment tool that evaluates the reading proficiency level of elementary school pupils. It is the first validated instrument that intends to measure the pupils’ reading comprehension level. The pupil’s word recognition and comprehension ability as well as his/her reading speed are informally assessed quantitatively and qualitatively through stories and passages. The results present the reading profile of public elementary schools nationwide.

The entire set of Phil-IRI consists of four assessment tools namely: the

1)Phil-IRI-Oral (English), 2) Phil-IRI-Speed and Comprehension (English), 3) Phil- IRI-Oral (Filipino) and 4) Phil-IRI-Speed and Comprehension (Filipino). These assessment tools are packaged in two sets: Phil-IRI – Oral Test (English and Filipino) and Phil-IRI – Speed and Comprehension (English and Filipino). Each set of Phil-IRI comes with a manual of administration and the test materials. Starting SY

2010-2011, the recording forms shall be downloaded to the Phil-IRI website: www.phil-iri.com. Each manual provides all the necessary information about the reading inventory and the instruction for administration.

Each Phil-IRI assessment tool focuses on evaluation of specific pupils’ reading ability. The Phil-IRI oral assessment tools (English and Filipino) attempt to measure the pupils’ comprehension level vis-a-vis fluency within the context of oral assessment. On the other hand, the Phil-IRI speed and comprehension assessment tools (English and Filipino) aim to measure the pupils’ comprehension level within a specific time frame. When the pupils are administered with all four assessment tools, the teachers will have a more comprehensive view of their pupils’ reading abilities whether the context of evaluation is silent or oral.

PHILIPPINE INFORMAL READING INVENTORY (PHIL‐IRI)‐ORAL TEST

A. BACKGROUND INFORMATION FOR TEACHERS (BIT)

The Informal Reading Inventory (IRI) is one of the most useful classroom tools in assessing a pupil’s reading ability. It can give the teachers information on the level of their pupils’ performance in reading by actual observation. A typical IRI is administered individually and consists of graded stories followed by comprehension questions of different dimensions. Depending on the purpose, an IRI may contain comprehension questions on a few or more of the following reading skills: getting the main idea, inferencing, sequencing events, finding cause-effect relationships, and noting details. Most IRIs would include measures of word miscues and comprehension as well as provision for pupil retelling of the passage read. Thus, the IRI provides the teachers with a comprehensive profile of their pupils’ ability in reading, whether orally or silently, including their reading habits and attitudes. The teachers may then use these information in planning their classroom reading instruction.

The Philippine Informal Reading Inventory (Phil-IRI)-Oral Test is one variation of IRI. It is adapted in the context of IRI to help teachers determine the reading abilities and needs of their pupils inorder to provide bases for planning their classroom instruction.

The Phil-IRI-Oral Test is an informal measure that assesses the pupils’ word identification, vocabulary and comprehension skills in oral reading. It consists of graded reading passages from Grade I to Grade VI. Each graded passage is followed by 5-7 comprehension questions. The questions are categorized into three dimensions namely literal, interpretive and applied. The critical questions are subsumed in the applied dimension. The definitions of each dimension can be found in the glossary of this manual.

The passages may either be narrative and expository texts. They are carefully written to ensure that the characters, setting and plot appeal to the children. They are culture-neutral, gender-free and without biases against religion, ethnicity/race and socio-economic status. They are also laden with values and real- life lessons.

The Phil-IRI-Oral Test gives both quantitative and qualitative information about the pupil’s oral reading capabilities. Quantitative information shows the reading levels namely: frustration, instructional and independent. Qualitative information emphasizes word recognition, patterns of word errors, comprehension strengths and difficulties as well as oral reading behaviors and attitudes. It also reveals the reading growth of the pupils over time. The information in the Phil-IRI-Oral Test should help the teachers, school managers and divisions plan appropriate interventions and strategies in teaching reading.

Ph ilippin e I n for m al Readin g I nv en t or y

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