Phil - Iri: Rebecca C. Reyes

PHIL - IRI
by:
Rebecca C. Reyes
 The Philippine Informal Reading Inventory
(PHIL-IRI) is one of the most useful
classroom tools in assessing a pupil’s
reading ability. It can give the teachers an
information on the level of their pupils’
performance in reading by actual
observation. An IRI is administered
individually, consist of stories followed by
comprehension question of different
dimensions.
 Give the pupil the passage for his/her
grade level. Read the PROMPT. The
prompt is necessary to activate the pupil’s
prior knowledge (schema) about the
passage.
 Ask the pupil to read the passage orally. If
the pupil hesitates and looks at you for
assurance, encourage him/her to go on.
 As the pupil reads, mark all errors on the
pupil’s individual Phil-IRI Form 1 Grade
Level Passage Rating Sheet. Be guided in
marking this sheet by Word Recognition
Error Marking System for English and
Filipino
 Allow pupils to read the passage silently
for 2 minutes. Get the passage from the
pupil and ask the accompanying
questions.
 If the pupil cannot decoded/read, mark the
pupil as non-reader in his/her individual
summary record. In such a case, read the
passage to him/her before asking the
accompanying questions. This will
determine the capacity level of the pupil to
understand the passage read to him/her.
The knowledge of the capacity level of the
pupil is additional information to the
teacher regarding the true ability of his/her
pupil who is a non-reader.
 Record the capacity level of the pupil by
marking appropriately the columns in Part
B of his/her Individual Summary Record.
Compute for his/her percentage score and
write “capacity level” in the reading level
column.
 Each pupil has an individual summary

record which has two parts.
 In recording pupil’s responses in word
recognition, write down all pupil’s miscues
in his/her Phil-IRI Form 2- Individual
Summary Record. If the miscues changed
the meaning of the sentence, mark them
properly under the column labeled “Major
Miscues”. If the pupil corrects his/her own
errors, mark them properly under the
column labeled “Self-Corrected”.
 Compute the level of the pupil in word
recognition using the following formula:
Word Recognition (WR): No. of major miscue (M) x 100 = % of M

No of words in the passage (N)
Example: (to compute for Sandra Santos)

(No. of major miscue) 2 x 100 = 3% (M)
(No. of words) 64
% correct = 100% - 3% of M
% correct = 97%
 Identify the pupils word recognition level
by referring to Table 1
 Record pupil’s responses to the

comprehension question in part B of the
Phil-IRI form 2 – INDIVIDUAL Summary
Record (Comprehension.)
 Compute the pupil’s comprehension level
using the following formula:
Comprehension (C): No. of correct answers x 100 = % of CR

No. of questions
Example: ( to compute for Sandra Santos )
% of CR = 5 X 100
7
% of CR = 71%
 Identify the
comprehension level Word Reading
Recognition Comprehension Level
of the pupils. Refer to
Independent
Table 1 on page 2. Independent
Independent Instructional
Independent
Instructional
Frustration
 Identify the overall Independent
Instructional Independent
Frustration
Independent
ability of the pupil in Instructional Instructional
Frustration
Instructional
Instructional Frustration
word recognition and Frustration Independent Frustration
Instructional
in comprehension Frustration
Frustration Frustration
Frustration
Frustration
using the table. Non-reader Listening Non-reader
Capacity
 Enter each pupil’s data under the
appropriate category in Form 2. The
responses of the pupil in the pretest shall
be entered under the pretest columns.
CLASS READING PROFILE
• Using the data in the Phil-IRI form 2- Individual

Summary, transfer each pupil’s performance in
the Phil-IRI Form 3-Class Reading Profile. Enter
the names of the pupils in column 1.
• For the pretest, check the pretest column

corresponding to the pupils reading level. (see
column 2 treading level)
 GLOSSARY
 The following terms are operationally defined in the manual:
• Assessment Tool - a set of passage given to the child to
determine his/her reading level.
• Informal Oral Reading – an assessment on the child’s word
recognition and comprehension
skills.
• Intervention Strategy – a scheme, device or activity, a
teacher may provide to remedy or
overcome a reading difficulty.
• Level of Questions - these are the questions asked
regarding a passage arranged in the
order of difficulty as;
• Literal - questions whose answers are explicitly
stated/given in the story.
• Interpretive - these questions which require children to
read between the lines to find the answer.
The answers are not directly stated in the
text.
• Critical - these are questions which elicit analysis,
synthesis, judgment in the context of the
author’s point of view as well as the reader’s
point of view.
• Applied - these are questions that draw from the child
his own way of visualizing things in daily life
situations.
• Non-reader - a pupil who is unable to recognize and sound
out letter-sound connections for single
consonants.
- a pupil who is unable to recognize and sound out
letter-sound connections for some consonant blends.
- a pupil who is unable to blend consonants and

vowels in simple one word (cvc, ccvc, cvcc) patterns.
- a pupil who is unable to distinguish among long and

short vowels that follow rules.
Philippine Informal Reading Inventory (Phil-IRI)

- a set of oral reading passages for the elementary
grades in order to get the reading level of the public
elementary school pupils.
 Prompt - brief question, description, discussion
as a motivation and background of
the passage to help the child read
and understand it. It prior knowledge
of the child.
 READING LEVELS
* Frustration - this is the lowest reading level
- the pupil shows withdrawal from
reading situations by crying or
refusing to read.
- the pupil commits errors in reading
such as reversal, repetition,
substitution, insertion,
mispronunciation, and inability to
interpret punctuation.
- the pupil scores 89% & below in word recognition or 58% &
below in comprehension.
INSTRUCTIONAL - It is the level at which the pupil can profit from

instruction.
- The pupil’s oral reading is rhythmical with conversational
tone and correct interpretation.
- The pupil scores 90 – 96% in word recognition and 59% -
79% in comprehension.
INDEPENDENT - It is the highest level at which a pupil can

read independently and with ease without the help or guidance
of the teacher.
- The pupil is free from tension, finger pointing or lip movement.
• The pupil reads with rhythm and with conversational
tone and interprets punctuation correctly.
• The pupil scores 97 – 100% in word recognition and
80% - 100% in comprehension.
- LISTENING CAPACITY - Is an informal measure of ability to

comprehend spoken language. It is the
highest level at which students can
understand materials that is read to
them with 75% comprehension.
- READING TEACHER - one who teaches reading or the
teacher – adviser of the child tested.

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PHIL - IRI

 Each pupil has an individual summary

Word Recognition (WR): No. of major miscue (M) x 100 = % of M

Example: (to compute for Sandra Santos)

 Record pupil’s responses to the

Comprehension (C): No. of correct answers x 100 = % of CR

Example: ( to compute for Sandra Santos )

• Using the data in the Phil-IRI form 2- Individual

• For the pretest, check the pretest column

- a pupil who is unable to blend consonants and

- a pupil who is unable to distinguish among long and

Philippine Informal Reading Inventory (Phil-IRI)

INSTRUCTIONAL - It is the level at which the pupil can profit from

INDEPENDENT - It is the highest level at which a pupil can

- LISTENING CAPACITY - Is an informal measure of ability to

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