1. Philippine InformalPhilippine Informal
Reading InventoryReading Inventory
(Phil-IRI)(Phil-IRI)
Prepared by:Prepared by:
Annabelle M. ParelAnnabelle M. Parel
MELT 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

2. IntroductionIntroduction
 TheThe Philippine Informal Reading InventoryPhilippine Informal Reading Inventory
(PIRI)(PIRI) is an initiative of the Bureau ofis an initiative of the Bureau of
Elementary Education – Department of EducationElementary Education – Department of Education
that directly addresses its thrust to make everythat directly addresses its thrust to make every
Filipino child a reader. It is anchored on theFilipino child a reader. It is anchored on the
flagship program of the DepEdflagship program of the DepEd “Every Child A“Every Child A
Reader Program” (ECARP)Reader Program” (ECARP), its goal is to, its goal is to
enable every Filipino child to communicate bothenable every Filipino child to communicate both
in English and Filipino through effective readingin English and Filipino through effective reading
instruction.instruction.

3. Background InformationBackground Information
 PIRI is an assessment tool that evaluates thePIRI is an assessment tool that evaluates the
reading proficiency level of elementary schoolreading proficiency level of elementary school
pupilspupils
 It is the first validated instrument that intends toIt 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 comprehensionThe pupil’s word recognition and comprehension
ability as well as his reading speed are informallyability as well as his reading speed are informally
assessed quantitatively and qualitatively throughassessed quantitatively and qualitatively through
stories and passages.stories and passages.

4. 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

5. DescriptionDescription
 The PIRI Oral assessment tools attempt toThe PIRI Oral assessment tools attempt to
measure the pupil’s comprehension levelmeasure the pupil’s comprehension level
with fluency within the context of oralwith fluency within the context of oral
assessment.assessment.
 PIRI speed and comprehension assessmentPIRI speed and comprehension assessment
tool aims to measure the pupil’stool aims to measure the pupil’s
comprehension level within a timeframe.comprehension level within a timeframe.

6. 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. Thechildren 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 ofsynthesis, 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 ownhis own way of visualizing things based on his own
scheme. These questions elicit the reader’sscheme. These questions elicit the reader’s
opinion/decision as applied in daily life situations.opinion/decision as applied in daily life situations.

7. Reading LevelsReading Levels
 FrustrationFrustration – This is the lowest level.– This is the lowest level.
 The pupil shows withdrawal from reading situations byThe 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 orread independently and with ease without the help or
guidance of the teacher.guidance of the teacher.
 Non ReaderNon 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, consonantout letter-sound connections for single consonants, consonant
blends, and others.blends, and others.

8. ComputationComputation
 Word Recognition (WR)Word Recognition (WR)
 No. of major miscues/no. of words in theNo. 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 LevelIndependent Level

9. ComprehensionComprehension
 No. of correct answers/no. ofNo. 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

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 CRITERIAPIRI ORAL TEST CRITERIA
LevelLevel WordWord
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

12. Silent Reading Test CriteriaSilent Reading Test CriteriaReading Level/Grade Reading Speed Comprehension
Independent
I
II
III
IV
V
VI
Fast Readers
70 above
100 above
120 above
140 above
170 above
190 above
And 90 – 100% correct answers
8 correct answers
Instructional
I
II
III
IV
V
VI
Average Readers
31 – 69
61 – 99
91 – 119
111 – 139
141 – 169
161 – 189
And 75 – 89 % correct answers
7-6 items correct
Frustration
I
II
III
IV
V
VI
Slow Readers
30 below
60 below
90 below
110 below
140 below
160 below
And below 75% correct answers
5 items and below

13. Interpretation of Oral/SilentInterpretation of Oral/Silent
Reading Test ResultsReading Test Results
 Oral Reading TestOral 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 ERRORWORD RECOGNITION ERROR
MARKING SYSTEM FORMARKING SYSTEM FOR
GRADED PASSAGESGRADED PASSAGES
Miscue 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.

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

17. THANK YOUTHANK YOU
VERY MUCH!!!!VERY MUCH!!!!