Table 3.

Starting Point for the Graded Passage

If the raw score in the Start with a Graded

Example:
GST is Passage that is
Three (3) Grade levels GST: Grade 6
0-7 points
lower than current level Graded Passage: Grade 3
Two (2) Grade levels GST: Grade 3
8-13 points
lower than current level Graded Passage: Grade 1
14 points and above Discontinue testing

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.
 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 comprehension which is derived by dividing the
number of correct answers over the number of questions and multiplying it by 100.
Table 6. Table of Percentage for Comprehension Scores

No. of Score in No. of Score in

% %
items Comprehension items Comprehension

5 100 6 100
5 83
4 80
4 67
5 3 60 6
3 50
2 40 2 33
1 20 1 17

No. of Score in No. of Score in

% %
items Comprehension items Comprehension
7 100 8 100
6 86 7 88
6 75
5 71
5 63
7 4 57 8
4 50
3 43 3 38
2 29 2 25
1 14 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).

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)
 Phil-IRI Form 3A, Page 4

PART A

Total Time in Reading the Text: 1.10 minutes Reading Rate: 86 words per minute

Responses to Questions: Score: 3 %= 43 Comprehension Level: Frustration

1. a 5. c
2. b 6. b
3. d 7. b

PART B

Word Reading (Pagbasa)

Passage: Frog's Lunch Level: 4 Set: A

Number of Miscues
Types of Miscues
(Bilang ng Salitang mali ang
(Uri ng Mali)
basa)
1 Mispronunciation (Maling Bigkas) 2

2 Omission (Pagkakaltas) 1

3 Substitution (Pagpapalit) 1

4 Insertion (Pagsisingit) 1

5 Repetition (Pag-uulit) 5

6 Transposition (Pagpapalit ng lugar) 2

7 Reversal (Paglilipat) 0

Total Miscues (Kabuuan) 12

Number of Words in the Passage 101

Word Reading Score 88 %

Word Reading Level (Antas ng Pagbasa) Frustration

 APPENDIX E
Phil-IRI Form 4, Page 1
Individual Summary Record (ISR)
Talaan ng Indibidwal na Pagbabasa (TIP)

Name: Age: Grade/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:
Talaan ng mga Puna Habang Nagbabasa

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 4
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
L=_ /_
I I=_ /_
C=_ /_
L=_ /_
II I=_ /_
C=_ /_
L=_ /_
III I=_ /_
C=_ /_
L=_ /_
IV x x x I=_ /_ 4/7 57 Frustration
C=_ /_
L=_ /_
V I=_ /_
C=_ /_
L=_ /_
VI I=_ /_
C=_ /_
L=_ /_
VII I=_ /_
C=_ /_
Legend: L- Literal; I- Inferential; C- Critical