Philippine Philippine Informal Informal Reading Reading Inventory Inventory (Phil-IRI) (Phil-IRI) Prepared by: Prepared by: Annabelle M. Parel Annabelle M. Parel MELT 114- Developmental Reading MELT 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 Institute Professor, Graduate Institute Master in Education, major in Language Teaching Master in Education, major in Language Teaching Panpacific University North Philippines Panpacific University North Philippines Urdaneta City, Pangasinan, Philippines Urdaneta City, Pangasinan, Philippines
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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
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