Phil-IRI Form 4, Page 1

Individual Summary Record (ISR)

Name: _____________________________ Grade and Section:_________
School: ____________________________ Teacher:_________________
English: Filipino:

Level Date
Level Set Word Reading Comprehension
Started Taken
Mark Indicate
with if A. B. Ind Ins Frus Ind Ins Frus
an * C. or D
K
I
II
III
* IV
V
VI
VII
Legend: Ind- Independent; Ins- Instructional; Frus- Frustration

Oral Reading Observation

Checklist:

Behaviors while Reading (Paraan ng Pagbabasa) or X

Does word-by-word reading (Nagbabasa nang pa-isa isang salita)

Lacks expression; reads in a monotonous tone (Walang damdamin; walang
pagbabago ang tono)
Voice is hardly audible (Hindi madaling marinig ang boses)

Disregards punctuation (Hindi pinanpansin ang mga bantas)

Points to each word with his/her finger (Itinuturo ang bawat salita)
Employs little or no method of analysis (Bahagya o walang paraan ng
pagsusuri)
Other observations: (Ibang Puna)

Phil-IRI Form 4, Page 2

Individual Summary Record (ISR)

Talaan ng Indibidwal na Pagbabasa
 (TIP)

Summary of Comprehension Responses (Talaan ng Pag-unawa)

English: Filipino:

Passage Pre-Test Post Test

Level Panimulang Pagtatasa Panapos na Pagtatasa
A Responses to Questions Score per Score % Reading
B Sagot sa mga Tanong Type of Marka Level
C Question Antas ng
D Pagbasa
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8
I L=_ /_
I=_ /_
C=_ /_

II L=_ /_
I=_ /_
C=_ /_

III L=_ /_
I=_ /_
C=_ /_

IV L=_ /_
I=_ /_
C=_ /_

V L=_ /_
I=_ /_
C=_ /_

VI L=_ /_
I=_ /_
C=_ /_

VII L=_ /_
I=_ /_
C=_ /_

Phil-IRI Form 4, Page 3

PART A
Total Time in Reading the Text: ____minutes Reading Rate: ___words per
minute
Responses to Questions:Score: ___%= ____Comprehension Level: _________

1. 5.
2. 6.
3. 7.
4.

PART B

Word Reading (Pagbasa)

Passage: ________________________Level:

Number of Miscues (Bilang ng

Types of Miscues
(Uri ng Mali) Salitang mali ang basa)

1 Mispronunciation (Maling Bigkas)

2 Omission (Pagkakaltas)

3 Substitution (Pagpapalit)

4 Insertion (Pagsisingit)

5 Repetition (Pag-uulit)

6 Transposition (Pagpapalit ng lugar)

7 Reversal (Paglilipat)

Total Miscues (Kabuuan)

Number of Words in the Passage

Word Reading Score

Word Reading Level (Antas ng Pagbasa)

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. The guide in
marking and scoring the miscues is shown in Table 4.

Table 4. Marking and Scoring the Oral Reading Miscues

Types of Miscues Marking the Miscue Example Scoring

 Count as 1
error every
Underline the
mispronunciation.
text and write the sleed
Mispronunciation (The dialectal
phonetic spelling slide
variation should not
above it.
be counted as an
error).
Count as one error
Circle the omitted
Omission The huge elephant a word or a phrase
unit of a language.
omitted.
Underline the
money
text and write the Count as one error
Substitution monkey
substituted word every substitution.
above it.
Use a caret to show
where the word/s lovely Count a word or a
Insertion was inserted and the^ flowers in the phrase inserted as
write the word above vase one error.
the caret.
Underline the portion Count as one error
Repetition of the text that was They found it in the every word or phrase
repeated. repeated.
Use a transpositional
Count as one error
symbol over and The girl is
Transposition every transposition
under the letters or pretty
made.
words transposed.
Write the word/ dab
Count as one error
Reversal nonword above the bad
every reversal made.
correct word.
Write S above the Don’t count self-
S
Self -Correction word that was self- correction as an
hasn’t
corrected. error.

B. Recording the Miscues

The summary of the miscues made are recorded on Table 9 (See Appendix D, Phil-IRI
Form 4).

Table 5. Summary of Miscues

Types of Miscues Number of Miscues

(Uri ng Mali) (Bilang ng Salitang mali ang basa)
1 Mispronunciation (Maling Bigkas)
 2 Omission (Pagkakaltas)

3 Substitution (Pagpapalit)

4 Insertion (Pagsisingit)

5 Repetition (Pag-uulit)

6 Transposition (Pagpapalit ng lugar)

7 Reversal (Paglilipat)

Total Miscues (Kabuuan)

Number of Words in the Passage

Oral Reading Score

Reading Level (Antas ng Pagbasa)

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. Pedro’s oral reading illustrates a sample
computation of miscues.

Oral Reading Score: the number of words – number of miscues X100

number of words

Example: Pedro’s Performance in Oral Reading

No. of words in the passage: 65
No. of miscues: 15

65-15 = 50 x100 = 76.9%

65

Pedro’s rating in oral reading is 76.9%

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.
Pedro was asked to read the passage “The Snail with the Biggest House,” a Grade 5
Pre-test passage which has 103 words. It took him 1.5 minutes (90 seconds) to read the
passage. Dividing 103 words by 90 seconds will yield 69; thus, Pedro's reading rate is
69 words per minute.

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: 1.5mins. (90 seconds)

103 words read = 69 words per minute 90

seconds

Pedro’s reading rate: 69 words per minute

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).

If Pedro got 4 correct answers out of the 7 comprehension questions, his

comprehension
level is computed using the following formula:

C= No. of correct answers

No. of questions X100= % of comprehension

No. of correct answers: 4

Total no. of questions: 7
4/7 = 57

Pedro’s comprehension: 57%

Table 6 presents the percentage of No. of Score in

%
comprehension which is derived by items Comprehension
dividing the number of correct answers 5 100
over the number of questions and
multiplying it by 100. 4 80

5 3 60

2 40
1 20
Table 6. Table of Percentage for
Comprehension Scores No. of Score in
%
items Comprehension
7 100
6 86
5 71

7 4 57
3 43
2 29
No. of Score in
% 1 14
items Comprehension
6 100
5 83
4 67
6 3 50
2 33
No. of Score1 in 17
%
items Comprehension
8 100
7 88
6 75
5 63
8 4 50
3 38
2 25
1 13

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). Table 7 shows these
criteria.

Table 7. Phil-IRI Oral Reading Profile

Oral Reading Word Reading Comprehension

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

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

Word reading score: 15 miscues = 76.9%: Frustration

Comprehension score: 4 out of 7= 57%: Frustration Reading
Rate: 69.5 words per minute

Karlo’s Oral Reading Profile: Frustration

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.

Table 8. Student’s Reading Profile Per Passage

Reading Reading Profile per

Word Reading
Comprehension passage
Independent Independent Independent
Independent Instructional Instructional
Instructional Independent Instructional
Instructional Frustration Frustration
Frustration Instructional Frustration
Frustration Frustration Frustration
G. Qualitative Analysis
The teacher examines the type of miscues made and analyzes them:
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 in Table 13 (adapted from Gray Oral Reading Behavior). (See
Appendix D, Phil IRI Form 4).

Table 9. Oral Reading Observation Checklist

Behaviors while Reading

or X
Paraan ng Pagbabasa

Does word-by-word reading

(Nagbabasa nang pa-isa isang salita)

Lacks expression; reads in a monotonous tone

(Walang damdamin; walang pagbabago ang tono)

Voice is hardly audible

(Hindi madaling marinig ang boses)

Disregards punctuation
(Hindi pinanpansin ang mga bantas)

Points to each word with his/her finger

(Itinuturo ang bawat salita)

Employs little or no method of analysis

(Bahagya o walang paraan ng pagsusuri)

Other observations:
(Ibang Puna)