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Philippine Informal
               Reading Inventory
                    (Phil-IRI)
Prepared by:
                Annabelle M. Parel
          MELT 114- Developmental Reading

Reviewed and Checked by:
      Ma. Martha Manette A. Madrid, Ed.D.
            Professor, Graduate Institute
  Master in Education, major in Language Teaching
      Panpacific University North Philippines
      Urdaneta City, Pangasinan, Philippines
Introduction
   The Philippine Informal Reading Inventory
    (PIRI) is an initiative of the Bureau of
    Elementary Education – Department of
    Education that directly addresses its thrust to
    make every Filipino child a reader. It is anchored
    on the flagship program of the DepEd “Every
    Child A Reader Program” (ECARP), its goal is
    to enable every Filipino child to communicate
    both in English and Filipino through effective
    reading instruction.
Background Information
   PIRI is an assessment tool that evaluates the
    reading proficiency level of elementary school
    pupils
   It is the first validated instrument that intends to
    measure the pupils’ reading comprehension level.
   The pupil’s word recognition and comprehension
    ability as well as his reading speed are informally
    assessed quantitatively and qualitatively through
    stories and passages.
Assessment Tools

   PIRI Oral Reading Test – English
   PIRI Oral Reading Test – Filipino
   PIRI Speed and Comprehension – English
   PIRI Speed and Comprehension - Filipino
Description
   The PIRI Oral assessment tools attempt to
    measure the pupil’s comprehension level
    with fluency within the context of oral
    assessment.
   PIRI speed and comprehension assessment
    tool aims to measure the pupil’s
    comprehension level within a timeframe.
Level of Questions
   Literal – questions whose answers are explicitly
    stated/given in the story
   Interpretative – these are 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 based on his own
    scheme. These questions elicit the reader’s
    opinion/decision as applied in daily life situations.
Reading Levels
   Frustration – This is the lowest level.
   The pupil shows withdrawal from reading situations by
    refusing to read.
   Instructional – It is the level at which the pupil can profit
    from instruction.
   Independent – It is the highest level at which a pupil can
    read independently and with ease without the help or
    guidance of the teacher.
   Non Reader – a pupil who is unable to recognize and sound
    out letter-sound connections for single consonants, consonant
    blends, and others.
Computation
   Word Recognition (WR)
   No. of major miscues/no. of words in the
    passage x 100 = % of miscues
   M/N x 100 = % of M
   Example: 2/64x100 = 3%
   % correct = 100% - 3% of M
   % correct = 97%
   Independent Level
Comprehension
 No. of correct answers/no. of
  questions x 100 = % of CR
 Example:

 % of CR = 5/7 x 100

 % of CR = 71%

 Instructional
Reading Speed
 Reading Speed =
 No. of words in the

  passage/reading time (sec) x 60
 Example:

 131/80 x 100 = 98 wpm

 Reading Speed = Average
PIRI ORAL TEST CRITERIA
      Level         Word        Comprehension
                  Recognition
Independent     97% - 100%      80% - 100%


Instructional   90% - 96%       59% - 79%


Frustration     89% - below     58 % - below
Silent Reading Test Criteria
Reading Level/Grade   Reading Speed           Comprehension
   Independent         Fast Readers     And 90 – 100% correct answers
        I                70 above             8 correct answers
        II              100 above
       III              120 above
       IV               140 above
        V               170 above
       VI               190 above
   Instructional      Average Readers   And 75 – 89 % correct answers
         I                31 – 69             7-6 items correct
         II               61 – 99
        III               91 – 119
        IV               111 – 139
         V               141 – 169
        VI               161 – 189
    Frustration        Slow Readers     And below 75% correct answers
         I                30 below            5 items and below
         II               60 below
        III               90 below
        IV               110 below
        V                140 below
        VI               160 below
Interpretation of Oral/Silent
          Reading Test Results
   Oral Reading Test
    Word Recognition   Comprehension        Reading Level
      Independent         Independent        Independent
      Independent         Instructional      Instructional
      Independent          Frustration        Frustration
      Instructional       Independent        Independent
      Instructional       Instructional      Instructional
      Instructional        Frustration        Frustration
       Frustration        Independent         Frustration
       Frustration        Instructional       Frustration
       Frustration         Frustration        Frustration
      Non Reader       Listening Capacity    Non Reader
Silent Reading
Reading Speed     Comprehension     Reading Level
    Fast            Independent      Independent
    Fast            Instructional    Instructional
    Fast            Frustration      Frustration
   Average          Independent      Independent
   Average          Instructional    Instructional
   Average          Frustration      Frustration
    Slow            Independent      Instructional
    Slow            Instructional    Instructional
    Slow            Frustration      Frustration
WORD RECOGNITION ERROR
             MARKING SYSTEM FOR
               GRADED PASSAGES
    Miscue           Marking                             Comment
Mispronunciation Botters ----       The pupil attempts to pronounce the word but
                 brothers           produces a nonsense word rather than the real one

Substitution     Dear ---- their    The Pupil substitutes a real word that is incorrect.
Refusal to                          The pupil neither pronounces the word nor attempts
pronounce                           to do so. The teacher pronounces the word so that
                                    testing can continue.
Insertion        Star up in the sky The pupil inserts a word or a series of words that
                                    does not appear in the text.
Omission         To make a wish     The pupil omits a word or continuous sequence of
                                    words in the text but continues to read
Repetition                          The pupil repeats one or more words that have been
                                    read. Groups of adjacent words that are repeated
                                    count as one repetition.

Reversal                            The pupil reverses the order of words or letters.
Forms
 PIRI Form 1
 Graded Level Passage Rating

 PIRI Form 2

 Individual Summary Record

 PIRI Form 3

 Class Reading Profile
THANK YOU
VERY MUCH!!!!

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Philippine Informal Reading Inventory (Phil Iri)

  • 1. Philippine Informal Reading Inventory (Phil-IRI) Prepared by: Annabelle M. Parel MELT 114- Developmental Reading Reviewed and Checked by: Ma. Martha Manette A. Madrid, Ed.D. Professor, Graduate Institute Master in Education, major in Language Teaching Panpacific University North Philippines Urdaneta City, Pangasinan, Philippines
  • 2. Introduction  The Philippine Informal Reading Inventory (PIRI) is an initiative of the Bureau of Elementary Education – Department of Education that directly addresses its thrust to make every Filipino child a reader. It is anchored on the flagship program of the DepEd “Every Child A Reader Program” (ECARP), its goal is to enable every Filipino child to communicate both in English and Filipino through effective reading instruction.
  • 3. Background Information  PIRI is an assessment tool that evaluates the reading proficiency level of elementary school pupils  It is the first validated instrument that intends to measure the pupils’ reading comprehension level.  The pupil’s word recognition and comprehension ability as well as his reading speed are informally assessed quantitatively and qualitatively through stories and passages.
  • 4. Assessment Tools  PIRI Oral Reading Test – English  PIRI Oral Reading Test – Filipino  PIRI Speed and Comprehension – English  PIRI Speed and Comprehension - Filipino
  • 5. Description  The PIRI Oral assessment tools attempt to measure the pupil’s comprehension level with fluency within the context of oral assessment.  PIRI speed and comprehension assessment tool aims to measure the pupil’s comprehension level within a timeframe.
  • 6. Level of Questions  Literal – questions whose answers are explicitly stated/given in the story  Interpretative – these are 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 based on his own scheme. These questions elicit the reader’s opinion/decision as applied in daily life situations.
  • 7. Reading Levels  Frustration – This is the lowest level.  The pupil shows withdrawal from reading situations by refusing to read.  Instructional – It is the level at which the pupil can profit from instruction.  Independent – It is the highest level at which a pupil can read independently and with ease without the help or guidance of the teacher.  Non Reader – a pupil who is unable to recognize and sound out letter-sound connections for single consonants, consonant blends, and others.
  • 8. Computation  Word Recognition (WR)  No. of major miscues/no. of words in the passage x 100 = % of miscues  M/N x 100 = % of M  Example: 2/64x100 = 3%  % correct = 100% - 3% of M  % correct = 97%  Independent Level
  • 9. Comprehension  No. of correct answers/no. of questions x 100 = % of CR  Example:  % of CR = 5/7 x 100  % of CR = 71%  Instructional
  • 10. Reading Speed  Reading Speed =  No. of words in the passage/reading time (sec) x 60  Example:  131/80 x 100 = 98 wpm  Reading Speed = Average
  • 11. PIRI ORAL TEST CRITERIA Level Word Comprehension Recognition Independent 97% - 100% 80% - 100% Instructional 90% - 96% 59% - 79% Frustration 89% - below 58 % - below
  • 12. Silent Reading Test Criteria Reading Level/Grade Reading Speed Comprehension Independent Fast Readers And 90 – 100% correct answers I 70 above 8 correct answers II 100 above III 120 above IV 140 above V 170 above VI 190 above Instructional Average Readers And 75 – 89 % correct answers I 31 – 69 7-6 items correct II 61 – 99 III 91 – 119 IV 111 – 139 V 141 – 169 VI 161 – 189 Frustration Slow Readers And below 75% correct answers I 30 below 5 items and below II 60 below III 90 below IV 110 below V 140 below VI 160 below
  • 13. Interpretation of Oral/Silent Reading Test Results  Oral Reading Test Word Recognition Comprehension Reading Level Independent Independent Independent Independent Instructional Instructional Independent Frustration Frustration Instructional Independent Independent Instructional Instructional Instructional Instructional Frustration Frustration Frustration Independent Frustration Frustration Instructional Frustration Frustration Frustration Frustration Non Reader Listening Capacity Non Reader
  • 14. Silent Reading Reading Speed Comprehension Reading Level Fast Independent Independent Fast Instructional Instructional Fast Frustration Frustration Average Independent Independent Average Instructional Instructional Average Frustration Frustration Slow Independent Instructional Slow Instructional Instructional Slow Frustration Frustration
  • 15. WORD RECOGNITION ERROR MARKING SYSTEM FOR GRADED PASSAGES Miscue Marking Comment Mispronunciation Botters ---- The pupil attempts to pronounce the word but brothers produces a nonsense word rather than the real one Substitution Dear ---- their The Pupil substitutes a real word that is incorrect. Refusal to The pupil neither pronounces the word nor attempts pronounce to do so. The teacher pronounces the word so that testing can continue. Insertion Star up in the sky The pupil inserts a word or a series of words that does not appear in the text. Omission To make a wish The pupil omits a word or continuous sequence of words in the text but continues to read Repetition The pupil repeats one or more words that have been read. Groups of adjacent words that are repeated count as one repetition. Reversal The pupil reverses the order of words or letters.
  • 16. Forms  PIRI Form 1  Graded Level Passage Rating  PIRI Form 2  Individual Summary Record  PIRI Form 3  Class Reading Profile