Philippine Informal Reading Inventory (Phil Iri)

Philippine Informal Philippine Informal Reading Inventory Reading Inventory

(Phil-IRI)(Phil-IRI) Prepared by: Prepared by:

Annabelle M. ParelAnnabelle M. ParelMELT 114- Developmental ReadingMELT 114- Developmental Reading

Reviewed and Checked by:Reviewed and Checked by:

Ma. Martha Manette A. Madrid, Ed.D.Ma. Martha Manette A. Madrid, Ed.D.

Professor, Graduate InstituteProfessor, Graduate Institute

Master in Education, major in Language TeachingMaster in Education, major in Language Teaching

Panpacific University North PhilippinesPanpacific University North Philippines

Urdaneta City, Pangasinan, PhilippinesUrdaneta City, Pangasinan, Philippines

Introduction Introduction The The Philippine Informal Reading Inventory Philippine Informal Reading Inventory

(PIRI)(PIRI) is an initiative of the Bureau of is an initiative of the Bureau of Elementary Education – Department of Elementary Education – Department of Education that directly addresses its thrust to Education that directly addresses its thrust to make every Filipino child a reader. It is anchored make every Filipino child a reader. It is anchored on the flagship program of the DepEd on the flagship program of the DepEd “Every “Every Child A Reader Program” (ECARP)Child A Reader Program” (ECARP), its goal is , its goal is to enable every Filipino child to communicate to enable every Filipino child to communicate both in English and Filipino through effective both in English and Filipino through effective reading instruction. reading instruction.

Background Information Background Information PIRI is an assessment tool that evaluates the PIRI is an assessment tool that evaluates the

reading proficiency level of elementary school reading proficiency level of elementary school pupils pupils

It is the first validated instrument that intends to It is the first validated instrument that intends to measure the pupils’ reading comprehension level. measure the pupils’ reading comprehension level.

The pupil’s word recognition and comprehension The pupil’s word recognition and comprehension ability as well as his reading speed are informally ability as well as his reading speed are informally assessed quantitatively and qualitatively through assessed quantitatively and qualitatively through stories and passages. stories and passages.

Assessment ToolsAssessment Tools

PIRI Oral Reading Test – EnglishPIRI Oral Reading Test – English PIRI Oral Reading Test – FilipinoPIRI Oral Reading Test – Filipino PIRI Speed and Comprehension – EnglishPIRI Speed and Comprehension – English PIRI Speed and Comprehension - FilipinoPIRI Speed and Comprehension - Filipino

DescriptionDescription

The PIRI Oral assessment tools attempt to The PIRI Oral assessment tools attempt to measure the pupil’s comprehension level measure the pupil’s comprehension level with fluency within the context of oral with fluency within the context of oral assessment. assessment.

PIRI speed and comprehension assessment PIRI speed and comprehension assessment tool aims to measure the pupil’s tool aims to measure the pupil’s comprehension level within a timeframe. comprehension level within a timeframe.

Level of QuestionsLevel of Questions LiteralLiteral – questions whose answers are explicitly – questions whose answers are explicitly

stated/given in the storystated/given in the story InterpretativeInterpretative – these are questions which require – these are questions which require

children to read between the lines to find the answer. The children to read between the lines to find the answer. The answers are not directly stated in the text.answers are not directly stated in the text.

CriticalCritical – these are questions which elicit analysis, – these are questions which elicit analysis, synthesis, judgment in the context of the author’s point of synthesis, judgment in the context of the author’s point of view as well as the reader’s point of viewview as well as the reader’s point of view

AppliedApplied – these are questions that draw from the child – these are questions that draw from the child his own way of visualizing things based on his own his own way of visualizing things based on his own scheme. These questions elicit the reader’s scheme. These questions elicit the reader’s opinion/decision as applied in daily life situations.opinion/decision as applied in daily life situations.

Reading LevelsReading Levels FrustrationFrustration – This is the lowest level. – This is the lowest level. The pupil shows withdrawal from reading situations by The pupil shows withdrawal from reading situations by

refusing to read.refusing to read. InstructionalInstructional – It is the level at which the pupil can profit – It is the level at which the pupil can profit

from instruction.from instruction. IndependentIndependent – It is the highest level at which a pupil can – It is the highest level at which a pupil can

read independently and with ease without the help or read independently and with ease without the help or guidance of the teacher.guidance of the teacher.

Non Reader Non Reader – a pupil who is unable to recognize and sound – a pupil who is unable to recognize and sound out letter-sound connections for single consonants, consonant out letter-sound connections for single consonants, consonant blends, and others.blends, and others.

ComputationComputation

Word Recognition (WR)Word Recognition (WR) No. of major miscues/no. of words in the No. of major miscues/no. of words in the

passage x 100 = % of miscuespassage x 100 = % of miscues M/N x 100 = % of MM/N x 100 = % of M Example: 2/64x100 = 3% Example: 2/64x100 = 3% % correct = 100% - 3% of M% correct = 100% - 3% of M % correct = 97%% correct = 97% Independent Level Independent Level

ComprehensionComprehension

No. of correct answers/no. of No. of correct answers/no. of questions x 100 = % of CRquestions x 100 = % of CR

Example:Example: % of CR = 5/7 x 100% of CR = 5/7 x 100 % of CR = 71%% of CR = 71% InstructionalInstructional

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 PIRI ORAL TEST CRITERIA

LevelLevel Word Word RecognitionRecognition

ComprehensionComprehension

IndependentIndependent 97% - 100%97% - 100% 80% - 100%80% - 100%

InstructionalInstructional 90% - 96%90% - 96% 59% - 79%59% - 79%

FrustrationFrustration 89% - below89% - below 58 % - below58 % - below

Silent Reading Test CriteriaSilent Reading Test CriteriaReading Level/Grade Reading Speed Comprehension

IndependentIIIIIIIVVVI

Fast Readers70 above

100 above120 above140 above170 above190 above

And 90 – 100% correct answers8 correct answers

InstructionalIIIIIIIVVVI

Average Readers31 – 6961 – 99

91 – 119111 – 139141 – 169161 – 189

And 75 – 89 % correct answers7-6 items correct

FrustrationIIIIIIIVVVI

Slow Readers30 below60 below90 below

110 below140 below160 below

And below 75% correct answers5 items and below

Interpretation of Oral/Silent Interpretation of Oral/Silent Reading Test ResultsReading Test Results

Oral Reading TestOral Reading TestWord Recognition Comprehension Reading Level

Independent Independent IndependentIndependent Instructional InstructionalIndependent Frustration FrustrationInstructional Independent IndependentInstructional Instructional InstructionalInstructional Frustration FrustrationFrustration Independent FrustrationFrustration Instructional FrustrationFrustration Frustration FrustrationNon 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 WORD RECOGNITION ERROR MARKING SYSTEM FOR MARKING SYSTEM FOR

GRADED PASSAGESGRADED PASSAGESMiscue Marking Comment

Mispronunciation Botters ---- brothers

The pupil attempts to pronounce the word but produces a nonsense word rather than the real one

Substitution Dear ---- their The Pupil substitutes a real word that is incorrect.

Refusal to pronounce

The pupil neither pronounces the word nor attempts 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.

FormsForms

PIRI Form 1 PIRI Form 1 Graded Level Passage RatingGraded Level Passage Rating PIRI Form 2 PIRI Form 2 Individual Summary RecordIndividual Summary Record PIRI Form 3 PIRI Form 3 Class Reading ProfileClass Reading Profile

THANK YOU THANK YOU VERY MUCH!!!!VERY MUCH!!!!