Orientation on the Administration of Phil-IRI �SY 2026-2027

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Outline of Presentation

Orientation

Results of 2018 Phil-IRI

Report on the Reading Programs of Schools

Intervention

1. Inform, update and orient with the new Phil-IRI Manual
2. Identify the 4 Stages of Phil-IRI Administration
3. Familiarize with the new Phil-IRI Forms and Answer Sheets
4. Compare and contrast through analysis of procedures with the previous Phil-IRI and the 2018 Revised Phil-IRI
5. Address misconceptions and other concerns regarding Phil-IRI

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Session Objectives

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1. Through DepEd Order no. 14, 2019, dated March 26, 2018

Policy Guidelines on the Administration of the

Revised Philippine Informal Reading Inventory

Aim of ECARP: to make every child a reader and writer at his/her grade level

2. Ten-point agenda of Sec. Briones: No. 5.

“Make every child a reader in Grade 1”.

3. It supports DO No. 8, s. 2015

4. PPST Module 11: Monitoring and Evaluating Learners’ Reading

and Progress and Achievement through Phil-IRI

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Mandate

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In order to fully appreciate the rationale for developing Phil-IRI, it is important to have a basic understanding of how children develop reading skills. A view of reading that informs literacy instruction is The Simple View of Reading

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View on Reading

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Reading Comprehension can be achieved when the reader has adequate decoding skills and linguistic comprehension (Hoover & Gough, 1990).

Decoding refers to efficient word recognition. This focuses more on the mechanical aspect of the reading process.

Language comprehension on the other hand refers to the ability to take lexical information and derive sentence and discourse interpretations. This focuses more on the meaning aspect of the process.

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View on Reading

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Decoding (D) and language comprehension (LC) are both necessary for reading (R).

The development of one of these constructs will positively influence the development of the other. And though distinguishable, in order for one to be considered a good reader, good performance in both these areas are required which therefore make these skills inseparable. It is important then to be able to describe both elements of this equation in order to fully describe reading performance. This may be achieved through the use of an informal assessment tool.

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• 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

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�The Phil-IRI�

There are several Phil-IRI tests:

The Phil-IRI Group Screening Test (GST), oral reading test, and

silent reading test.

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�The Phil-IRI�

The Phil-IRI Group Screening Test (GST) can tell teachers whether students are reading at, or below their grade levels while the individually administered Phil-IRI Graded Passages, can be used to assess students’ Oral Reading, Silent Reading Comprehension and Listening Comprehension levels.

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When used to assess oral reading skills, the Phil-IRI may be used to describe decoding and word recognition, fluency and comprehension. The student’s performance in decoding (the ability to read isolated words using phonics knowledge) and word recognition (the ability to automatically identify words on sight) is measured through a Reading Miscue Inventory.

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When used to assess silent reading comprehension, Phil-IRI may be used to describe reading speed and comprehension. The student’s reading speed is measured by recording the time it takes the child to read each passage completely. Silent reading comprehension is measured by asking the student to answer five to eight questions of varying difficulty after a passage has been read.

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When used to assess listening comprehension, the Phil-IRI may be used by having the student listen to the passages as they are read by the test administrator and answer five to eight questions of varying difficulty about each passage.

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A Growth Paradigm. The Phil-IRI is an attempt to move away from a deficit model towards a growth paradigm. Rather than looking solely for causes of reading difficulties, the diagnostic teacher also tries to record what children can do (Walker, 2004). These become points for development.

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There are four stages in the administration of Phil-IRI:

Stage 1: Initial Screening Using the Phil-IRI Group Screening Test

Stage 2: Administration of the Phil-IRI Graded Passages (Pre-test)

Stage 3: Provision of Specialized Instruction/Intervention

Stage 4: Administration of the Phil-IRI Graded Passages (Post Test)

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�Stages of Administration�

�1. The Group Screening Test�

• ALL students in Grades 3 to 6 will undergo the Phil-IRI Group Screening Test (GST) in Filipino, while students in Grades 4 to 6 will undergo the GST in English.
• Students identified to be performing below level of expectation (those with a total Raw Score below 14 in the Phil-IRI GST) should undergo further assessment through the individually administered Phil-IRI graded passages.
• Group assessments must be conducted within class time while Individual assessments may be conducted outside class hours.

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�Interpreting the Results of GST �

• The Group Screening Test (GST) in Filipino was administered to a third grade class of 41 students in an average-performing public school in Quezon City. After an hour of test-taking the session yielded the following results:

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 Results of the Group Screening Test

Level: Third Grade

Total GST Takers: 41 students

Takers who passed: 26 students (63%)

Takes below cut-off: 15 students (37%)

Good news: The IRI need not be done for all students

Challenge(s):

• The conduct of the Phil-IRI to 15 students within the first month and the last month of the school year.

The provision of individualized instruction

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Analysis of Results of the Group Screening Tests�

• Based on the results of the GST, 26 students passed the test and no longer need further testing, However, 15 students scored below the cut-off score which comprises 37% of the whole class. The conduct of the Phil-IRI individualized assessment need only be given to 15 students instead of the entire class. This also shows that 15 students will be needing specialized reading instruction.

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Analyzing Results from Individualized Assessment�

The Phil-IRI Individualized Assessment Tool

-can describe the kind of material that the child is able to perform well in and or has difficulty with. The individually administered Phil-IRI Graded Passages, can be used to assess the performance of students in three ways:

Oral Reading & Comprehension

Listening Comprehension

Silent Reading Comprehension

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When used to assess oral reading skills,

the Phil-IRI may be used to describe:

• decoding and word recognition
• fluency
• comprehension

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2. Graded Passages

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Assessing Oral Reading Performance

• word recognition: measured through a Reading Miscue Inventory

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• rate of reading: measured by recording the time spent in reading the selection.

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• comprehension: measured by answering 5 to 8–item comprehension questions

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Tapping Background Information (prompt)

• Before the read aloud, the student is asked to indicate whether the topic of the selection is familiar to him or her. This helps inform the teacher if the material that the child is reading about is something that he/she can relate to. Familiarity with the experience indicated in the text will allow for the tapping of background knowledge which in turn aids comprehension.

identify the student’s miscues in oral reading

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

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Common Miscues of Readers

1. Mispronunciation

2. Omission

3. Substitution

4. Insertion

5. Repetition
6. Reversal

7. Hesitation

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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.

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Underline the text and write the phonetic spelling above it.

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• 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.

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Circle the omitted word.

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Tony saw an enormous elephant in the zoo.

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• Substitution – When one word is substituted for another.

Example:

Text: The big horse started to trot.

Reader: The big horse started to trot.

Write the word read directly above the correct word.

house

The big horse started to trot.

house

• Insertion – When a word or words are inserted.

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Text: His big sister is in school.

Reader: His big sister is in the school.

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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.

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Text: The red roses are in the lovely vase.

Reader: The red roses are in the in the lovely vase

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Draw a line from the point at which the reader decides to retrace his steps to the point the repetition begins.

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The red roses are in the in the lovely vase.

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• Reversal – when two words are reversed.

Text: The gardener is working in his vegetable garden.

Reader: The gardener is working in his garden vegetable.

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• Use a proofreader’s symbol for transposition.

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The gardener is working in his vegetable garden.

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Scoring the Oral Reading Miscues

Marking the Oral Reading Miscues

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Marking the Oral Reading Miscues

Marking the Oral Reading Miscues

Marking the Oral Reading Miscues

Marking the Oral Reading Miscues

Marking the Oral Reading Miscues

b. Graded Passages

• In terms of fluency, the time taken by the child to read a passage is recorded and the number of words that he/she can read per minute is computed.
• test taker’s comprehension skills may be gauged by having the child answer five to eight questions of varying difficulty based on the graded passage after it has been read.

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������ �����Quantitative Analysis of the Oral Reading Test

• How many miscues were observed? What are these miscues?

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• How many minutes did it take the student to read the passage?

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• How many comprehension questions were correctly answered?

�Computing the Percentage of the Number of Words Correctly Read

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No. of words in the passage –number of miscues X 100

number of words

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Example: � Karlo’s Performance in Oral Reading�

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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%

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Listening Comprehension

• Teacher reads the selection while the pupil listens.
• Teacher reads the questions and pupil writes/gives the letter of the correct answer

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• Is there a difference between the score in oral reading and in listening?

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Silent Reading

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

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• Reading comprehension: measured by asking the student to read and answer 5 to 8 comprehension questions

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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

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Karlo’s reading rate: 69 words per minute

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Computing for Comprehension

Comprehension= No. of correct answers x 100= % of comprehension

No. of questions

No. of correct answers: 4

Total no. of questions: 7

4/7 = 57

Karlo’s comprehension skill: 57%

Qualitative analysis

Behavior

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while

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Reading

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For all three types of individual assessments (oral reading comprehension, listening comprehension and silent reading comprehension), the aim is to find the learner’s independent, instructional and frustration levels- so that teachers know what level of reading materials the student can read and understand well, as well as what level of reading materials the student is not ready for.

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Determining the Reading Level

�Independent Level

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“I can read this on my own.”

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• the level at which a learner can read and comprehend a levelled text on his/her own.

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• The reader is familiar with most, if not all, of the words in the text. The pupil reads smoothly, fluently and with expression.

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• The level of comprehension is high.

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� Instructional Level

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“I can read this with my teacher’s help.”

• the level at which a learner can read and comprehend a levelled text with some guidance.

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•  90% of the words are familiar for the reader. S/he hesitates reading some words.

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• The reader understands most of what is read.

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� Frustration Level

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“This is difficult.”

• the level at which a learner experiences much difficulty in reading and comprehending a levelled text.
• Most words are unfamiliar; hence, reading is choppy with lots of hesitations.
• Reader rarely understands what s/he is reading.

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Results of 2018 Phil-IRI

Report on the Reading Program

Intervention

Sample Case Studies and Recommended Intervention

 �Case Study 1 Recommended intervention:�

• Andro needs intensive training on word recognition. Marungko Approach in teaching this will help him a lot. (Refer to the sequence of lessons of the Marungko Approach). Andro specifically needs help with blending (a skill that influences decoding) and segmenting (a skill that influences spelling) sounds in a word. Practice with word lists and multisyllabic words will help develop fluency in word reading. Once Andro’s word reading performance has picked up, reading phrases and sentences should be taught next.

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Case Study 2

Reading Remediation

�A. Components of a Complete School Reading Program� �

Hermosa (UP), exerts that a complete reading program should include:

1. developmental reading - the teaching of reading in the primary, intermediate, secondary and tertiary levels;

2. content-area reading - reading done in content-areas such as science, health and social studies; and

3. remedial reading instruction or specialized reading instruction adjusted to the needs of a student. Of the three components of a complete reading program, the Philippine Educational System is now moving towards enabling teachers to provide remedial instruction.

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�B. Specialized Teaching of Reading�

-Is the application of teaching strategies designed to give the struggling readers the skills, competencies or behaviors that they need in order to improve their performance.

-It is the kind of instruction undertaken to enable children experiencing difficulties in aspects of reading performance to catch up or develop in appropriate ways. The goal of reading remediation is to create positive change.

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�the goal of reading remediation is to create positive change.�

• To create positive change, the reading teacher tries to present the reading task and material in a different way, slant or orientation. This kind of instruction is focused and targets specific domains of literacy that have been observed to be areas of weakness in the child while acknowledging his/her areas of strength. These lessons are delivered differently from regular classroom instruction and vary in terms of frequency or intensity depending on the child’s needs.

• Given that literacy “is a fundamental human right,” every person should enjoy fair and equal access to literacy education and have opportunities for personal growth and development.
• It is therefore important to provide instruction that is in order to develop their ability tailored to the students’ needs and abilities to construct meaning when reading and heighten engagement in the task itself.

Who needs it?

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• Children who may not be benefiting as much from regular classroom instruction

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• Children who are developing differently from other children

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• Children whose educational needs may be different than most children

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What to Teach?

• Analyze data from assessments.
• Align with core curriculum.
• Adjust when data indicate progress is not adequate.

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�Principles of Remediation�

• Develop a pleasant rapport between teacher and student.

• Choose methods and materials with flexibility.

• Begin at a low enough level and with small enough steps to ensure initial success.

• Use a tracking device to record progress toward important objectives.

• Keep open lines of communication with the child’s teachers and parents.

• Celebrate the child’s success. Give praise and support.

• Always connect reading to daily needs and activities.

• Keep in mind the particular reading skills that may need to be developed in an individualized situation.
• Maintain the child in the reading program only until sufficient skills have been acquired for the regular reading program and for reading on one’s own.
• Believe in the child.

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Establish

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• An area where support services are to be provided

• Frequency/Regularity of Session (2 to 3 times a week)

• Program for Specialized Instruction

• Mechanism for supervision, consultation and monitoring of progress

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One factor that greatly contributes to literacy development is the environment. Certain aspects of the home environment, such as access to books, opportunities to read/write and shared reading benefit children’s development.

Children who lack opportunities for acquiring pre-reading skills can suffer later reading problems and delays in the development of language skills. Given that students who exhibit poor early reading skills are likely to continue as poor readers, more popularly referred to as the Matthew Effect, there is a need for early intervention programs if we are to stop this cycle of failure (Good, 1998). According to Taylor in 1992, the best way to break the cycle of failure experienced by poor readers is to provide intervention as early as possible (Santos, 2007).

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Intervention must be:

• well-designed and effectively implemented.
• the quality of instruction mattered more than the duration of the instruction
• Some specific guidelines that could aid the planning for effective tutoring include

(1) having a knowledgeable coordinator who provides expert guidance to tutors;

(2) structure in lessons;

(3) tutor training; and

(4) coordination between classroom instruction and the tutoring program (Wasik, 1998).

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1. READING INTERVENTION WITHIN A REGULAR READING CLASS

• Differentiated Instruction During a Regular Reading Class

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Group remediation or reading intervention for a group of slow readers may be done by a classroom teacher during the regular Filipino or English class through differentiated activities. The teacher divides the class into two groups: the students who are performing well in Reading and the students who need reading intervention

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2. Conducting Reading Intervention Outside the Reading Class:

When the students’ reading level is way below the expectation of the grade level, a remedial reading activity outside of the regular class hours may be done. The following procedure is suggested:

• Plan activities according to the reading level of the student(s).

• Plan a tentative, weekly plan, where there is a balance of activities to be done.

• Build self-esteem and confidence along the way.

• Continuously diagnose and adjust instruction based on present performance.

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Considerations in Conducting Intervention

Considerations in Conducting Intervention

Progress Monitoring to Inform Instruction

Progress Monitoring

PURPOSE:

• Monitor students’ responses to instruction.
• Estimate rates of improvement.
• Identify students who are not progressing.
• Compare different forms of instruction.

FOCUS: identify students at risk

TOOLS: brief valid, reliable, evidence based.

TIMEFRAME: regular intervals (e.g., weekly, biweekly, monthly)

Why Progress Monitor?

Progress Monitoring Answers the Questions

• Are students making progress at an acceptable rate?
• Are students meeting short- and long-term performance goals?
• Does the instruction or intervention need to be adjusted or changed?

Focus of Progress Monitoring

• Students identified as at risk for poor learning outcomes

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Intensifying Interventions

• Decrease group size.
• Increase frequency or duration of sessions.
• Provide more opportunities for practice with feedback.
• Change interventionist to someone with greater expertise.
• Break tasks into smaller steps.
• Provide concrete learning opportunities.
• Use explicit instruction and modeling.

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