Phil-IRI, 10-12

THE Phil-IRI:
AssessING the LEARNERS’
READING DIFFICULTIES and
DESIGNING appropriate
intervention
Felicitas E. Pado, PhD

OBJECTIVES
Discuss feedback and suggestions from the field
regarding the use of Phil-IRI as an assessment tool in
schools
Assess the learner’s reading difficulties using Phil-IRI
Follow the steps in administering Phil-IRI
Analyse and Interpret Phil-IRI Results

ACTIVITY 1
In what level will you belong based on the following
statements?
Level 1: I have heard of Phil – IRI
Level 2: I know about Phil-IRI, but I have never used it
Level 3: I know about Phil-IRI, I can talk about it, but I
have never used it in my class
Level 4: I know about Phil-IRI, I used it in my class as
an assessment tool
Level 5: I know about Phil-IRI, I used it in my class as
an assessment tool for classroom intervention
S-W-C
Give one adjective that will describe the
STRENGTHS
WEAKNESSES
CHALLENGES
of Phil-IRI?

Phil-IRI Video 1-4
1. Feedback from the field on Phil-IRI
2. Phil-IRI Assessing the Learner’s
Reading Difficulties
3. Steps in Administering the Phil-IRI

Phil-IRI Video 1

1. Which of the feedback presented
do you agree with?
2. Which do you not agree with?
Why?

Phil-IRI Part 2
1. What is the overall goal and
objectives of Phil-IRI?
2. What is Phil-IRI designed to
address?
3. What reading skills are diagnosed
or assessed in Phil-IRI?
Phil-IRI Part 2
4. What are the things to consider when
preparing intervention activities for each
of the reading deficiencies or difficulties
for the learners? What are the aims of
each component of the Phil-IRI? Describe
and explain each.
a. Group Screening Test
b. Reading Passages
Phil-IRI Part 2
5. What information does the readability level provide?
Describe the materials used in the readability
passages i.e. text passages, comprehension
questions.
6. What factors affect the readability of the materials?
Why should these factors be considered in the
reading assessment?
7. How does the Phil-IRI assess the following:
Oral Reading performance, Listening Comprehension,
Silent Reading?
Phil-IRI Part 2
8. What do differences in the results of these
three tests tell teachers?
9. How will this information help the reading
teacher?

The Phil-IRI is one of the initiatives put in
place in support of the Every Child A
Reader Program of the Department of
Education

Phil-IRI 2014
A commissioned work for the Bureau of Elementary
Education by the following professors of the UP
College of Education:
Prof. Yvette Alcazar
Prof. Leonor Diaz
Prof. Felicitas Pado
Prof. Hazelle Preclaro
Prof. Maita Salvador
Prof. Portia Padilla (evaluation)
What is Phil-IRI?
a classroom-based reading assessment
assesses the student’s interaction with
print orally and silently
informs the classroom teacher the reading
performance of the students in terms of
their reading strengths and difficulties
and helps the teacher design
appropriate classroom intervention
What reading skills are
diagnosed/assessed?
phonics and word recognition
 fluency
 rate of reading
 listening/reading comprehension

Components of the Phil-IRI 2014
Group Screening Test
Passages for Oral Reading,
Filipino and English pretest and
 Passages for Silent Reading, posttest
Filipino and English
Comprehension questions

Group Screening Test (GST)
Aims
(1)to determine who among the students
in a class are reading at level in Filipino
and/or in English and need not undergo
a more rigorous assessment of his/her
reading ability

Group Screening Test (GST)
..\GST
(2) to identify the pupils who are
performing below grade level expectation
in reading and should undergo the Phi-IRI
for further assessment of reading difficulties

The Group Screening Test
Grades 2 to 6: 3 to 4 short passages in

Filipino and a 20-item comprehension
check
Grade 3 to 6: 3 to 4 short passages in

English and a 20-item comprehension
check

The Phil-IRI Tests

Reading Passages
Readability level: Kindergarten to Grade 7
Types of Text:..\English, Set B

Narrative texts (Kindergarten to Grade 4)
Expository texts: (Grades 5 to 7)
Topics of expository texts

for Filipino: Social Studies
for English: Science
Comprehension Questions
Literal
Interpretive
Critical
Applied

Number of Comprehension
Questions
K and Grade 1 passages: 5
Grade 2 and 3: 6
Grade 4 and 5: 7
Grade 6 and 7: 8

Oral Reading
Purpose : to assess a reader’s
word recognition
 fluency
 comprehension

Assessing Oral Reading
Performance
word recognition: measured through a
Reading Miscue Inventory
 rate of reading: measured by recording

the time spent in reading the selection.
comprehension: measured by answering

5 to 8–item comprehension questions
Listening Comprehension
Is the difficulty in answering the

comprehension questions due to poor word
recognition skills?

Listening Comprehension assesses how
well the pupil understands the passage that
s/he listened to.

Listening Comprehension
Teacher reads the selection while the pupil

listens.
Teacher reads the questions and pupil
writes/gives the letter of the correct answer
Is there a difference between the score in

oral reading and in listening?

Silent Reading
Purpose: to gauge the pupil’s reading

speed and comprehension.

Silent Reading
Reading speed: measured by recording
the time it takes the child to read each
passage completely
Reading comprehension: measured by

asking the student to read and answer 5 to
8 comprehension questions

What affects the readability of a
passage?
1. font: type and size
2. spacing
3. Length of words, sentences, passage
4. illustration
5. type of words used
6. relation of the passage to a reader’s prior
knowledge

Recommended Font Size of the
Passages
Grade Level Recommended Font Size
Kindergarten –Grade 1 Comic Sans, Font Size 18
Grade 2 Comic Sans, Font Size 16
Comic Sans, Font Size 14

Grade 3
Comic Sans, Font Size 12

Grade 4

Validity of the Passages and the
Comprehension Test
The Phil-IRI passages and comprehension
questions underwent a validation process in
schools in
Quezon City (Luzon)
 Cebu (Visayas) and
 Davao (Mindanao)

Validity of the Passages and the
Comprehension Test
The English passages : subjected to a
readability test formula
 All passages were content-validated by a

panel of literacy experts

The English passages : subjected to a
readability test formula
 All passages were content-validated by a

panel of literacy experts

Steps in Administering the Phil-IRI

Phil-IRI Video 3
Stage 1: Administering and Interpreting the Group
Screening Test
Stage 2: Administration of Phil-IRI
Sample Chart
STEPS IN ADMINISTERING THE Phil-IRI

Stage 1
Stage 2
Stage 3
Stage 4

Focus Questions
How does the 2014 version of the Phil-
IRI different from the old version?
Why were these modifications or
changes made?

Steps in Administering the Phil-IRI

Stage 1:
Administration of the Initial

Screening : Group Screening Test

Interpreting the Results of GST
Raw 0-7 points take the Phil-IRI
test which is 3 levels lower than
his/her grade level
score
8-13 points take the Phil-IRI
in test which is 2 levels lower than
his/her grade level
GST
14 or above NO need to
undergo the Phil-IRI test

This initial screening allows the
teacher to focus more on the
students with reading difficulties.

Stage 2. Administration of the Phil-IRI
A. Oral Reading Test

Objectives:
identify the student’s miscues in oral
reading;
record the number of words that a student
reads per minute; and
find out how well a student understands
the passage read

Miscue
a deviation or difference between
what a reader says and the word in the
page (Goodman, 1973)

Common Miscues of Readers
1. Mispronunciation
2. Omission
3. Substitution
4. Insertion
5.Repetition
6.Reversal
7. Hesitation
Defining and Marking the
Miscues

Mispronunciation – when a word or
words is not pronounced or read properly
(pupil reads a word phonetically)
Text: The children played in the yard.
Reader: playeed
The children played in the yard.
Underline the text and write the phonetic

spelling above it.

Omission – when a word or words are
omitted.
Text: Tony saw an enormous elephant in the
zoo.
Reader: Tony saw an elephant in the zoo.
Circle the omitted word.
Tony saw an enormous elephant in the

zoo.
Substitution – When one word is substituted
for another.
Example:
Text: The big horse started to trot.
house
Reader: The big horse started to trot.
Write the word read directly above the correct word.

house
The big horse started to trot.
Insertion – When a word or words are
inserted.
Text: His big sister is in school.

Reader: His big sister is in the school.
Indicate it with a caret at the point of

intersection and the word is written above
the caret.
the
His big sister is in ^ school.
Repetition – when a word /phrase is
repeated.
Text: The red roses are in the lovely vase.

Reader: The red roses are in the in the lovely vase
Draw a line from the point at which the reader

decides to retrace his steps to the point the
repetition begins.
The red roses are in the in the lovely vase.

Reversal – when two words are reversed.
Text: The gardener is working in his vegetable garden.

Reader: The gardener is working in his garden vegetable.
Use a proofreader’s symbol for transposition.
The gardener is working in his vegetable

garden.
Scoring the Oral Reading Miscues
Type of Marking Example Scoring
Miscue the Miscue
Mispro Underline sleed Count as 1
nunciation the text and slide error every
write the mispronun
phonetic
spelling
ciation
above it.

Marking the Oral Reading Miscues
Miscue the Miscue
Omission Circle the The Count as 1
omitted huge error a
unit of a word or
language. elephant phrase
omitted.

Type of Marking the Example Scoring
Miscue Miscue
Substitu Write the Count as 1
tion word error every
monkey
directly substitu
monkey
above the tion
substituted
it.

Miscue the Miscue
Insertion Use a caret Count a
lovely
to show word or a
the^ flowers
where the in the vase phrase
word/s inserted as
was one error.
inserted
and write
the word
above the
Type of Marking the Example Scoring
Miscue Miscue
Repeti- Draw a line They Count as
tion from the point found it in one error
at which the the every word
reader decides
to retrace his
or phrase
steps to the repeated.
point the
repetition
begins.
Miscue the Miscue
Reversal Write the dab Count as
word/non bad one error
word every
above the reversal
correct made.
word.

Miscue the Miscue
Hesitation A pause is He bought a Count as
marked basket of one error
through an P every
elongated P. vegetables.
hesitation
made.

Quantitative Analysis of the Oral
Reading Test
 How many miscues were observed? What
are these miscues?
 How many minutes did it take the

student to read the passage?
How many comprehension questions were

correctly answered?
Computing the Percentag of the
Number of Words Correctly Read
No. of words in the passage –number of miscues X 100

number of words

Example:
Karlo’s Performance in Oral Reading
No. of words in the passage: 65

No. of miscues: 15
65-15= 50 x 100 = 76.9%

65
% of words correctly read: 76.9%

Computing Speed in Reading
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: 90 seconds
(1.5 mins.)
103 words read = 69 words per minute
90 seconds
Karlo’s reading rate: 69 words per minute

Computing for Comprehension
Comprehension= No. of correct answers
No. of questions
No. of correct answers: 4

Total no. of questions: 7
4/7 = 57
Karlo’s comprehension skill: 57%

Determining the Reading Level
Reading Level: the level at which a

learner can read and comprehend a leveled
text or graded passage
The different reading levels:

 Independent
 Instructional
 Frustration

Independent Level
“I can read this on my own.”
 the level at which a learner can read and

comprehend a leveled text on his/her own.
The reader is familiar with most, if not all, of the

words in the text. The pupil reads smoothly,
fluently and with expression.
The level of comprehension is high.

Instructional Level
“I can read this with my teacher’s help.”
 the level at which a learner can read and
comprehend a leveled text with some guidance.
 90% of the words are familiar for the reader.

S/he hesitates reading some words.
The reader understands most of what is read.

Frustration Level
“This is difficult.”
 the level at which a learner experiences
much difficulty in reading and
comprehending a leveled text.
Most words are unfamiliar; hence, reading
is choppy with lots of hesitations.
Reader rarely understands what s/he is
reading.

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

Karlo’s Reading Profile
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

What should the teacher do
with pupils like Karlo?

Qualitative analysis
Does word-by-word reading
Behavior Lacks expression; reads in a monotonous tone
while Voice is hardly audible
Reading Disregards punctuation
Points to each word with his/her finger
Employs little or no method of analysis
Other observations
B. Listening Comprehension
What is the level of comprehension?

C. The Phil-IRI Silent Reading Test
Assesses the student’s
 reading speed
 comprehension

Computing the speed and
comprehension
Reading speed = No. of words read X 60
reading time in seconds
Comprehension= No. of correct answers

No. of questions

Student’s Reading Profile per
Passage
Word Reading Reading Reading Profile
Comprehension per Passage
Independent Independent Independent
Independent Instructional Instructional
Instructional Independent Instructional
Instructional Frustration Frustration
Frustration Instructional Frustration
Frustration Frustration Frustration

How Should the Phil-IRI Results Be
Used?
to design or adjust classroom,

small group or individualized
instruction in Reading

Stage 3: Analysis of reading
difficulties and planning for
intervention

Reading Difficulty: Very poor word
recognition
How does s/he try to decode a word?

How many miscues were recorded?
What type of miscues were made?
What kind of intervention should be

done?

Examples of Intervention
Phonological awareness
Alphabet Knowledge
-identifying each letter of the alphabet
-sounding each letter (in MT or Filipino) or
each consonant (in English)
Blending the letters to form words
Explicit instruction on word recognition

Reading Difficulty: Very poor
fluency
Can read each word but does word-by-

word reading
Lacks expression in reading
Disregards punctuation marks

If a pupil does word-by word reading,
does s/he understand what is being
read?
What kind of intervention should be

done?

Examples of intervention
Explicit instruction on word
recognition
Phrase/sentence reading
Regular oral reading activity
One-minute reading

Reading Difficulty: Very poor
comprehension
Very poor word recognition (PWR)
Word –by-word reading (F)
Does not understand most of the words
(V)
“Can read the whole passage but can’t
understand what is being read.” (C)

Development of Reading
comprehension
Vocabulary
development
Listening
comprehension
Word recognition and
comprehension
Word recognition must be accurate, rapid
and require little conscious attention so
that attention can be directed to the
comprehension process
One reason students may not comprehend

text is that they are spending all their
attention and energy on figuring out the
words.
Examples of intervention
Development of listening comprehension
Intensive instruction on word recognition
Vocabulary development
Regular oral reading activity followed by
exercises on comprehension
Explicit instruction of comprehension
skills . . .

Planning for Intervention
1. Differentiated activity within a reading
class.
2. Scheduling a special session outside
the regular class:
a. small group among students of
similar needs
b. individual student

Stage 4: Phil-IRI Posttest
Is there an improvement in his/her

word recognition skills?
Can s/he now read with accuracy,
automaticity and proper expression?
Can s/he now understand the
passage that s/he reads?
Analyze the posttest results
Is there reading progress?
What reading difficulties were

addressed?; what reading difficulties still
persist?
What other interventions should be

done?
Thank You!

Phil-IRI, 10-12

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Felicitas E. Pado, PhD

Felicitas E. Pado, PhD

Felicitas E. Pado, PhD

Felicitas E. Pado, PhD

Felicitas E. Pado, PhD

Felicitas E. Pado, PhD

Felicitas E. Pado, PhD

Felicitas E. Pado, PhD

Felicitas E. Pado, PhD

Felicitas E. Pado, PhD

Felicitas E. Pado, PhD

Felicitas E. Pado, PhD

Grades 2 to 6: 3 to 4 short passages in

Grade 3 to 6: 3 to 4 short passages in

Felicitas E. Pado, PhD

Felicitas E. Pado, PhD

Types of Text:..\English, Set B

Topics of expository texts

Felicitas E. Pado, PhD

Felicitas E. Pado, PhD

Felicitas E. Pado, PhD

 rate of reading: measured by recording

comprehension: measured by answering

Is the difficulty in answering the

Felicitas E. Pado, PhD

Felicitas E. Pado, PhD

Teacher reads the selection while the pupil

Is there a difference between the score in

Felicitas E. Pado, PhD

Purpose: to gauge the pupil’s reading

Felicitas E. Pado, PhD

Reading comprehension: measured by

Felicitas E. Pado, PhD

Felicitas E. Pado, PhD

Kindergarten –Grade 1 Comic Sans, Font Size 18

Grade 2 Comic Sans, Font Size 16

Comic Sans, Font Size 14

Comic Sans, Font Size 12

Felicitas E. Pado, PhD

Felicitas E. Pado, PhD

 All passages were content-validated by a

Felicitas E. Pado, PhD

 All passages were content-validated by a

Felicitas E. Pado, PhD

Felicitas E. Pado, PhD

STEPS IN ADMINISTERING THE Phil-IRI

Felicitas E. Pado, PhD

Felicitas E. Pado, PhD

Felicitas E. Pado, PhD

Administration of the Initial

Felicitas E. Pado, PhD

Felicitas E. Pado, PhD

Felicitas E. Pado, PhD

A. Oral Reading Test

Felicitas E. Pado, PhD

Felicitas E. Pado, PhD

Felicitas E. Pado, PhD

Underline the text and write the phonetic

Felicitas E. Pado, PhD

Circle the omitted word.

Tony saw an enormous elephant in the

Write the word read directly above the correct word.