PHIL IRI ROLES AND RESPONSIBILITIES OF SHs CHs DO.pptx

Administration
of Informal Reading Inventory
(IRI) Across Grade Levels
(Grades 1-10)
for SY 2022-2023
August 26, 2022
RM 0701, s. 2022

This orientation aims to:
a.gather relevant and authentic data on the reading performance of
learners in MTB, Filipino and English;
b.inform and guide school reading coordinators of the
differentiation of instruction during class hours and
implementation of the after-class hour and needs-based class
reading remediation in MTB, Filipino and English;
c.facilitate school reading coordinators in the aforementioned
languages in crafting the School Reading Remediation Program
in collaboration with the School Heads and Public Schools
District Supervisors / Cluster Heads.

CONTEXTUALIZED GUIDELINES ON THE
ADMINISTRATION OF THE INFORMAL READING
INVENTORY (IRI) FOR SY 2022-2023
Why do we assess the reading competence of our
learners?
Assessments in reading can be an invaluable in
helping identify the strengths and weakness of each
learner across grade levels in the basic education.
Enclosure 1

Assessment results will serve as guide to education
leaders on the subsequent steps that teachers have to
employ in whatever mode of instruction.
There are various informal tools developed for assessing
the various components of reading. Yet, no single
assessment will provide insight into all of the reading-
related skills that students need to learn.
This is the reason why other informal reading
assessments tools are considered instrumental.

Thus conducting informal reading assessments at the
beginning of the school year can help determine:
How to plan future instruction that will meet learner’s
needs;
How learners should be grouped for instruction so that
each learner receives instruction at the right level of
difficulty in order to refrain from having learners
experience frustration in the course of instruction; and
Which learners necessitate individual support through
the conduct of class and school reading remediation
programs to address the specific needs.

It is for these reasons that DepEd through the Bureau of
Learning Resources (BLR) developed the Philippine Informal
Reading Inventory (Phil-IRI) and Early Grade Reading
Assessment (EGRA) tools which support the program of the
Department “Every Child a Reader” which aims to make every
Filipino child a reader and a writer at his/her grade level. This
is meant to diagnose each learner’s need/s in terms of the
various reading-related skills.
This Office, through the Curriculum and Learning
Management Division (CLMD) remains adherent and takes the
spotlight on the contextualization of the administration of these
IRI to Grades 1-10 learners effective SY 2022-2023.

For SY 2022-2023, The Vice President and Secretary of
DepEd has announced that classes shall be in-person starting
August 22, 2022.
Therefore, the conduct of the Pretest, Remediation
Classes, and Posttest shall also be IN-PERSON, except on
extreme cases of learners who may be recommended for flexible
modality as recommended by the immediate authority.
All learners should be assessed to determine the needs and
implement the needs-based remediation program within the
covered quarters, so that learners identified with reading deficits
will be attended to with high hopes of closing the reading gaps at
the end of the school year.

ROLES & RESPONSIBILITIES OF:
•Schools Division Office
•District Office
•School

Schools Division Office
The Division Reading Coordinators (DRC) in MTB,
English and Filipino shall:
1. Facilitate schools in the administration of the IRI at the
beginning of the school year to diagnose each learner’s
need/s in terms of the 5 Critical Components of Reading
which are:
 Fluency  Phonemic Awareness
 Comprehension  Vocabulary
 Phonics

This will be administered during the first two months of each
academic year to give reading teachers the real picture on each
learners’ level of reading as bases in the differentiation of reading
class and conduct of reading remediation program;
2. Orient all Public Schools District Supervisors (PSDS),
School Reading Coordinators in MTB, English and Filipino,
and reading teachers across grade levels (Elementary :
Grades 1-6; Junior High School: Grades 7-10) on the
administration of IRI either virtual / physical or blended
whichever is feasible;
3. Guide the schools in the selection of reading materials
considering the appropriateness of such level to the grade
level of the test-taker of the Phil-IRI and EGRA Tools and
other IRI tools:

GRADES 4-6
Phil-IRI Assessment Tools in English are to be used
for the Group Screening Test (GST) to determine the whole
class’s reading level and the Individual Graded Passages for
those who did not pass the GST to determine a student’s
independent, instructional and frustration levels for three
types of literacy tasks:
 Oral Reading;
 Silent Reading; and
 Listening Comprehension

Grades 3-6
Phil-IRI Assessment Tools in Filipino are to
be used employing the same assessment
mechanism in the conduct of the English Phil-IRI.

Grades 1-3
Early Grade Reading Assessment (EGRA) Tools and
other existing tools shall be used and assessment
mechanisms must be observed to get the accurate data
for instruction and remediation.
MTB shall be administered to Grade 1
Filipino to Grade 2
English to Grade 3

Grades 7-10
Schools are advised to utilize the Phil-IRI materials for
JHS regardless of its status for the Group Screening Test.
SDOs are encouraged to use existing reading
assessment tools appropriate for their levels to figure out
independent, instructional, and frustration (IIF) levels of
each learner to address learner’s level of comprehension and
eventually close the gaps at the end of the SY.

4. Monitor and evaluate the conduct of IRI (Pretest, Remediation,
and Posttest) and ensure accuracy of the data collected for
decision-making and policy formulation;
5. Submit the consolidated reports of IRI through Shared Drive
(Pretest, Remediation, and Posttest) to the Regional Reading
Coordinators in English and Filipino based on the timetable
stipulated in the Memorandum; and
6. Develop Division Reading Remediation Program (DRRP)
which reflects the consolidated reading deficits of the districts as
gleaned from the Districts IRI reports necessitating appropriate
and timely remediation.
Schools Division Office

DISTRICT OFFICE
The Public Schools District Supervisor (PSDS) shall:
1. Assist the School Heads in the preparation of the materials
to be used prior to the scheduled conduct of the activity to
ensure smooth, stress-free, and child-friendly administration
of the Informal Reading Inventory in the district of concern;
2. Supervise the conduct of Class and School reading
Remediation to ensure that the plans as reflected in Class
Reading Remediation Plan (CRRP) and School Reading
Remediation Program (SRRP) are done as scheduled;

DISTRICT OFFICE
3. Monitor and evaluate the conduct of IRI (Pretest, Remediation,
and Posttest) in schools of coverage to ensure accuracy of the data
collected for decision-making and policy formulation;
4. Submit the consolidated reports of the IRI (Pretest, Remediation,
and Posttest) to the Division Reading Coordinators in MTB, English
and Filipino based on the timetable stipulated in the Memorandum;
and
5. Develop District Reading Remediation Program (DsRRP) which
reflects the consolidated reading deficits of the covered schools as
gleaned from the Schools IRI reports necessitating appropriate and
timely remediation.

SCHOOL
The School Head shall:
1. Ensure that IRI materials (Phil-IRI, EGRA, other
Informal Reading Assessment Tools, and forms) are
ready for the administration of the pretest,
remediation and posttest:

For Grades 1-3
EGRA and other existing IRI Tools shall be used and
assessment mechanisms must be observed to get the
accurate data for instruction and remediation.
•MTB for Grade1
•Filipino for Grade 2
•English for Grade 3 Learners

For Grades 4-6
Phil-IRI Assessment Tools in English are
to be utilized for the Group Screening Test
(GST) to determine the whole class’s reading
level and the Individual Graded Passages for
those who did not pass the GST to determine a
student’s independent, instructional and
frustration levels for these types of literacy
tasks:
Oral Reading
Silent Reading
Listening Comprehension
(Please refer to the 2018 Revised Philippine Informal Reading
Inventory Manual for the details)

For Grades 3-6
Phil-IRI Assessment tools in Filipino are to
be used employing the same assessment
mechanisms in the conduct of the English Phil-IRI
(Please refer to the 2018 Revised Philippine Informal Reading
Inventory Manual for the details)

Grades 7-10
Schools are advised to utilize the
Phil-IRI materials for JHS regardless of
its status for the Group Screening Test.
SDOs are encouraged to use
existing reading assessment tools
appropriate for their levels to figure out
the Independent, Instructional and
Frustration (IIF) Levels of each
learner to address learner’s level of
comprehension and eventually close the
gaps at the end of the SY.

2. Ensure smooth conduct of the Pretest
Part I (GST), Pretest Part 2 (IIF
Identification, Remediation, and
Posttest);
3. Provide orientation on the
administration of the various IRI Tools
(Phil-IRI, EGRA, and other existing
IRI assessment tools);
4. Monitor and evaluate the conduct of
IRI (Pretest, Remediation, and Posttest)
in all classes to ensure accuracy of the
data collected for decision-making and
policy formulation;
SCHOOL

5. Submit the consolidated reports of the
IRI (Pretest, Remediation and Posttest)
to the District Reading Coordinators in
MTB, English and Filipino based on the
timetable stipulated in the
Memorandum; and
5. Facilitate in the development of the
School Reading Remediation Program
(SRRP), reflecting the consolidated
reading deficits of all learners as
gleaned from the IRI reports of all
classes necessitating appropriate and
timely remediation.
SCHOOL

School Reading Coordinators in
English and Filipino shall:
1. Facilitate in the preparation of the IRI materials for
the smooth conduct of the pretest part 1 (GST), pretest
part 2 (IIF Identification), remediation, and posttest;
2. Brief the Test Administrators on the guidelines in the
administration of the pretest, remediation, and posttest;
3. Prepare the necessary materials and distribute them to
the Test Administrators the day before the scheduled
conduct;

4. Assist the School Head in the monitoring and evaluation of the
administration of IRI (Pretest, Remediation, and Posttest) in all
classes to ensure accuracy of the data collected for decision-
making and policy formulation;
5. Consolidate reports of the IRI (Pretest, Remediation, and
Posttest) and submit the consolidation to the District Reading
Coordinators in English and Filipino based on the timetable
stipulated in the Memorandum; and
6. Draft School Reading Remediation Program (SRRP) together
with the rest of the language teachers, reflecting the consolidated
reading deficits of all learners as gleaned from the IRI reports of
all classes necessitating appropriate and timely remediation and
submit to the School Head for finalization of the SRRP.

Reading / Language Teachers / Test
Administrator shall:
1. Administer the Part 1 of the pretest (GST) and the Part 2
(Identification of the IIF) Levels of each learner, bearing in mind
the Guidelines in the Administration;
2. Check the test paper, use appropriate tool for the recording of
results and submit them to the School Reading Coordinators;
3. Design Class Reading Remediation Plan (CRRP) based on the
result of the Class IRI and consolidated result reflected in the
school Reading Remediation Program; and
4. Implement the CRRP as scheduled.

Enclosure 2 (IRI Tools and Forms)

All of the Templates
can be found here

Enclosure 3 (Timetable of Activities)

ESSENTIAL INFORMATION
ABOUT THE PHIL-IRI

What is Phil-IRI?
 The Philippine Informal Reading Inventory (Phil-IRI) was
created to provide classroom teachers a tool for measuring
and describing reading performance.
It is an assessment tool composed of graded passages
designed to determine a student’s reading level.
It is important to note that the Phil-IRI only provides an
approximation of the learner’s abilities and may be used in
combination with other reliable tools of assessment.

Why was the Phil-IRI developed?
 The development of the Phil-IRI is one of the initiatives put in
place in support of the Every Child A Reader Program (ECARP).
 Before teachers can design and provide appropriate reading
instruction for their students, they should be armed with
information about their students’ current reading levels and
abilities.
This diagnostic approach to describing how children read embraces
inclusionary principles that emphasize the need for education that is
learner-oriented, responsive and culturally sensitive.
The Phil-IRI is one of the diagnostic tools that teachers can use to
determine students' abilities and needs in reading.

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

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
(Phil-IRI Form 3A and 3B: Grade Level Passage Rating
Sheet).

The child is asked to read a passage and each word read
incorrectly is noted and marked. In terms of fluency (the ability
to read with speed, accuracy and prosody), 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.
Furthermore, a qualitative description of the child’s manner of
reading is described via a checklist. Finally, test taker’s
comprehension skills (the ability to create meaning) 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.

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.

 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.
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.

Since the Phil-IRI is administered at the start and at the end
of the school year, it can also tell teachers about the growth
and changes in students’ reading skills and levels.

What are flexible ways to use Phil-IRI?
The Phil-IRI may be used to:
a. Group Reading Level
The Phil-IRI GST can be used to determine a whole
class’s reading level, and identify particular students who
may need more assistance in performing reading tasks.

What are flexible ways to use Phil-IRI?
b. Individual Reading Level
The individually administered Phil-IRI Graded
Passages can be used to determine a student’s independent,
instructional and frustration levels for three types of literacy
tasks: Oral Reading, Silent Reading, and Listening
Comprehension.

c. Monitor Growth and Response to Intervention
Pretest and Posttest results of the Phil-IRI can be
compared to monitor growth in students’ reading
skills, as well as determine the efficacy of the
program or reading interventions conducted by
the school and/or classroom teachers.

d. Describe Reading Behaviors
The recording of the student’s oral reading behaviors
during the conduct of the individually administered Phil-IRI
Graded Passages can help the teacher describe a student’s
reading performance and behavior.
It specifies the number of words read per minute, the cues
used for identifying or recognizing words, manner of reading,
etc.
Types of miscues as well as types of comprehension
questions answered correctly can also be analyzed by the teacher
to help him/her design appropriate reading lessons or
interventions.

Who needs to take the Phil-IRI?
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.

When should the Phil-IRI be administered?
The following table below shows the
administration schedule of Group Screening Test and
the Individualized Phil-IRI assessments.
Group assessments must be conducted within class
time while Individual assessments may be conducted
outside class hours.

How long does it take to administer the Phil-IRI?
The administration of the Phil-IRI GST for a
whole class takes approximately 30 minutes.
The time it takes to administer the Phil-IRI
Graded Passages would vary for each student.

Who can administer the Phil-IRI?
All Filipino subject teachers for Grades 3 to 6 and English
subject teachers for Grades 4 to 6 can administer the Phil-IRI Group
Screening Tests in their respective classes.
ELLN-trained teachers can administer the Phil-IRI Graded
Passages to individual students who need further assessment.
The region and/or division can also conduct training programs to
teachers on the conduct of the Phil-IRI. Teachers who will administer
the Phil-IRI should read the manual thoroughly and prepare all the
necessary materials and forms prior to the scheduled date of test
administration.

How do we get a copy of the Phil-IRI materials?
The Phil-IRI materials will be uploaded to the
Learning Resource Management Development System
(LRMDS) portal of the DepEd website / TCD English &
Filipino Group Site which can be downloaded by the
teachers, school heads and education supervisors.
Schools are advised to use the MOOE funds for the
reproduction and distribution of the materials to teachers.

The Phil-IRI Group Screening Test
The Phil-IRI Group Screening Test (GST) is a
silently-administered test in both Filipino and English.
Each tool is composed of a 20-item comprehension
test based on a set of leveled passages for each grade
level covering Grades 3 to 6 in Filipino and Grades 4 to
6 in English.
The passages were written and selected based on
concept load, level of vocabulary used, sentence
complexity, nature of themes and cohesion.

In consideration of Abadzi’s1 (2014) recommendations on
the kind and size of font and spacing options in between letters
used in textbooks, the font features in Table 2 were followed in
the design of the tools.

The objective of the GST is to identify students
who need further testing.
Appendix A1 to A4 presents the titles of passages,
kinds of text, and number of questions per passage, as
well as the Keys to Correction for the GST for Grades 3
to 6 in Filipino and Grades 4 to 6 in English
respectively.

The Phil-IRI Graded Passages
(Sets A, B, C and D)
The Phil-IRI Graded Passages is an informal individualized
assessment tool used to record the student’s performance in oral reading,
silent reading and/or listening comprehension.
The Phil-IRI Oral Reading Test is administered in order to:
• identify the student’s miscues in oral reading;
• record the number of words that a student reads per minute; and
• find out how well a student understands the passage read.

The Phil-IRI Listening Comprehension
is administered when the student is identified as a
nonreader.
The purpose is to find out how well a student
understands the selection which will be read by the test
administrator.
Then the test administrator reads the multiple choice
questions and the student answers them orally

The Phil-IRI Silent Reading Test
 may be administered after the Oral Reading
Test is conducted to further check the
student’s comprehension skill. This is an
optional activity.

The Graded Passages range from Grade 2 to
Grade 7 Readability levels for English and Grade 1 to
Grade 7 Readability levels for Filipino.
The selections for Grade 2 to Grade 4 are
narrative texts, while those from Grades 5 to 7 are
expository texts.
The expository texts in Filipino deal with Social
Studies concepts, while those in English focus on
Science concepts.

Phil-IRI Graded Passages are both in Filipino and English. For
both languages, there are four sets (Sets A, B, C and D) of passages
with a readability level of Grade 2 to Grade 7 to be used for the pre-
test.
Similarly, there are also four sets (Sets A, B, C and D) of
posttest graded passages. The pre-test and the posttest for each
grade level are comparable in the following: number of words,
concept load, level of vocabulary used, sentence complexity, nature
of themes and cohesion.
Appendix A5 to A12 presents the titles of passages used for
the Phil-IRI Graded Passages (Pre-Test and Post Test) in both
Filipino and English.

Phil-IRI Forms for Group Screening Test
1) Phil-IRI Form 1A: Talaan ng Pangkatang Pagtatasa ng Klase
(PPK) sa Phil-IRI The Phil-IRI Form 1A is to be used for the GST
in Filipino.
The objectives of completing and submitting this form include
the following: a) to identify the types of questions (literal, inferential
or critical) that each child can answer; b) to classify the students to be
recommended for administration of the Phil-IRI tests, c) to capture the
reading performance of the class, thus design appropriate classroom
instruction.
This form includes the class list, the itemized scores of the
students according to the types of questions answered, and their total
score. A sample of this form is shown in Appendix B1.

2) Phil-IRI Form 1B: Summary of the Phil-IRI
Group Screening Test Class Reading Record
(STCRR)
This form has the same content and objectives
as the Phil-IRI Form 1A. Phil-IRI Form 1B is to
be used for the GST in English. A sample of this
form is shown in Appendix B2.

3) Phil-IRI Form 2: Talaan ng Paaralan sa
Pagbabasa / School Reading Profile (SRP)
This form presents a summary of a school’s
performance in the GST. Furthermore, it shows the
school’s reading profile, which includes the number of
students who are reading at their level (test scores ≥ 14
out of 20 items), and those who are in need of further
Phil-IRI administration (test scores < 14). A sample of
this form is shown in Appendix C.

Phil-IRI Forms for Graded Passages
1) Phil-IRI Form 3A: Markahang Papel ng Panggradong Lebel na Teksto /
Phil-IRI Form 3B: Grade Level Passage Rating Sheet
This form is the rating sheet with the passage to be read (either orally or
silently by the student, or orally by the teacher).
The teacher indicates the time spent by the student in reading the
passage. Likewise, the student’s miscues are marked and summarized, and the
comprehension responses are recorded in this form. This form will yield the
speed and rate in reading, and the reading level for the passage in both word
reading and comprehension. A sample of these forms are shown in Appendix
D1 and D2.

2) Phil-IRI Form 4: Talaan ng Indibidwal na
Pagbabasa / Individual Summary Record (ISR)
This form summarizes the performance and
level of each learner in word reading and
comprehension in all the administered Phil-IRI. It
also indicates the oral reading behaviors exhibited
by the student. A sample of this form is shown in
Appendix E.

Reminders on Conducting Assessments and
Interpreting Assessment Results
A.Recognize your role as an assessor. The purpose of
assessment is to gather information about the
learner and describe his/her performance and not
to instruct.
B.Develop rapport. Be in a pleasant disposition
when conducting the assessments. Create an
atmosphere that is conducive to learners that will
encourage them to perform at their best. Clarify

C.Clarify your purpose. Explain to the learners how
the results will be used. The primary reason for
conducting these assessments is to gather
information so that the teacher may design /
adjust instruction.
D.Recognize diversity. Understand that cultural
differences do not imply cultural deficits.
E.Regard the learners with respect. The conduct of
the assessments must be in a non-threatening
environment that treats learners in a friendly,

Guidelines on Interpreting Assessment
Results
a. Assessment information describes performance.
Assessments are isolated events and may not be able to
describe the learner’s behavior in less-threatening
environments. Consider the results with other contextual
factors in mind.
b. Assessment information provides an estimate. The data
gathered must not be used to sum up the learner’s
performance but must provide useful information
regarding where to begin instruction.

Guidelines on Interpreting Assessment
Results
c. Refrain from stereotyping. Be cautious about drawing
conclusions based on the assessment tool. Know that the
results of this informal reading inventory must not be used
in isolation but rather in combination with other
assessment measure.
d. Assessment should inform instruction. The results of this
assessment must not be used as a means for making
decisions regarding promotion nor retention. The data
gathered must be used for designing instruction /
intervention.

Ethical Issues and Responsibilities
The tests have been reviewed and written with the
Filipino child in mind.
The themes and selections were drawn from an
understanding of the nature of the developing child in
the Philippines.
It embraces learners’ diversity such that dialectal
variations are not considered as errors.
The tests have been written so that terms and examples
are not offensive to students of different gender, race,
religion or nationality.

Ethical Issues and Responsibilities
The child must be treated with respect at all times.
It must take place in a non-threatening environment
with adequate conditions that will encourage optimal
learner performance.
The administration of this test must adhere to the
DepEd Child Protection Policy DO 40, s. 2012
(specifically Section 3. L.3 that states the need to
protect children from psychological harm / violence).

English &
Filipino
English &
Filipino
English &
Filipino
We Teach, We Care, We Deliver!
We Teach, We Care, We Deliver!

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