FOUR STAGES OF

REVISED PHIL-IRI
IN THE NEW NORMAL
TRANSITION
ALEX A. PARANE, PH.D.
TANJAY CITY DIVISION
THE
FOUR STAGES
OF
REVISED
PHIL-IRI
IN THE NEW
NORMAL
TRANSITION
 For SY 2018-2019, the Phil-IRI Group
Screening Test (GST) in Filipino must be
administered to Grade 3 to 6 students while
the GST in English must be administered to
the Grade 4 to 6 students on the first month of
the school year.
 It is a 20-item multiple choice test that the
test takers must accomplish within 30
minutes. This should be administered during
class time. By the end of July, the learner
must have completed 2 tests (1 in English; 1
in Filipino).
 Upon completion of the administration of the
GST, the Class Reading Reports are submitted
to the Principal. These contain a summary of
the students who performed equal or above and
below the cut-off score.
 Refer to Appendix B1, Form 1A: Talaan ng
Pangkatang Pagtatasa ng Klase (PPK) sa Phil-
IRI for Filipino or Appendix B2, Form 1B: Class
Reading Report (CRR) for English.
STAGE 1
 However, students who garner a Raw Score that
is lower than 14 (74%) need to undergo further
assessment, as this may be an indication that the
student is experiencing difficulty reading at-level text.
It is thus necessary to conduct individualized
assessment in order to further describe the child’s
reading performance. The learners will be assessed
using the Phil-IRI Graded Passages.
 If a student garners a score of 13 and below
in the Filipino GST, s/he will be given the Filipino
Graded Passages Pre-Test. If the student
garners a score of 13 or below in the English
GST, s/he will be given the English Graded
Passages Pre-Test. Note that it is possible for a
student to undergo the Phil-IRI Graded
Passages in one or both languages.
STAGE 2
STAGE 2: Administration of the Phil-IRI
Graded Passages (Pre-Test)
The Phil-IRI Graded Passages Pre-Tests have
a total of four parallel sets (SETS A to D) that
the test-administrator can choose from. The
administration of the Phil-IRI should begin with
the Oral Reading Test. Figure 2 presents the
steps for Stage 2 in greater detail.
• Step 1: Determine the Starting Point of Graded
Passages.
• Thefirst passage that the child should be asked to read
aloud must depend on the child’s raw score in the GST.
• a. If the child’s raw score in the GST is 0-7, he/she must
be given a passage that is 3 grade levels below his
current level.
• b. If the child’s raw score in the GST is 8-13, he/she must
be given a passage that is 2 grades below his current
level.
•To illustrate, if Pedro, a 5th grader, garnered a
Raw Score of 6/20 in the Filipino GST, the first
selection that he must be asked to read should
be at 2nd grade level. Once the first selection
to be read has been identified, the test
administrator is ready for Step 2.
•Step 2: For each passage, compute scores in
Word Reading and Comprehension to identify
student’s Reading Levels (pages 21-29 details
the procedures for computing the Word
Reading and Comprehension scores).
 Using these graded passages, the test
administrator must find the student’s
independent, instructional and frustration
levels. Awareness of a child’s reading levels
can help the teacher identify materials that are
suitable for developing the learner’s reading
skills.
• Finding the independent level means that we are looking for the grade
level passage that the child can read on his/her own without any
assistance. To find the independent level, the test administrator
continues to give a selection that is one level lower than a given
selection until the child is able to register performance at 97 to 100% in
word reading and 80 to 100% comprehension. It is important to find the
independent level so that we know the kind of text that the child is
already able to perform well in. Providing material at the independent
level may serve as a source of motivation or as a starting point for
instruction.
• Finding the instructional level means that we are looking for
the grade level passage that the child can read with the
support of a teacher. This is the level where students make the
most progress in reading. To find the instructional level, the
test administrator continues to give a selection that is one level
higher than the independent level passage until the learner is
able to register performance at 90 to 96% in word reading and
59 to 79% in comprehension.
• Finding the frustration level means that we are looking for
the grade level passage that the child can no longer read and
understand on his own. To find the frustration level, the test
administrator continues to give a selection that is one level
higher than the instructional level passage until the learner’s
oral reading score performance is at 89% and below in Word
Reading and 58% and below in Comprehension. It is important
to identify the frustration level so that we are aware of the kind
of material that the student is not yet ready for.
• To illustrate, let us continue with our hypothetical 5th grade
learner named Pedro. The test administrator gave Pedro a
2nd grade passage, and his performance registered at the
independent level for that passage. The test administrator then
gave him a higher level passage (3rd grade) and Pedro's
performance registered at the instructional level. Finally, the
test administrator gave him a text that is a grade level higher
(4th grade), where his performance registered at the
frustration level. The test administrator now has Pedro’s
independent, instructional and frustration levels. He can
proceed to Step 3.
•Step 3: Administer Listening Comprehension
Test (Stage 2a) and Silent Reading Test
(Stage 2b). Note that both stages are
optional.
• STAGE 2a:
• After administering the Oral Reading Test, if there is a need to
describe the performance of the child when the reading task is
lifted (i.e. especially when the students have been identified to
be non-readers), the Listening Comprehension Test may be
administered. The process of finding the independent,
instructional and frustration levels are the same except that
the passages are no longer read by the student and instead
are read by the test administrator. After each selection has
been listened to, the test administrator reads the multiple
choice questions that the students must respond to orally.
• STAGE 2b:
• After administering the Listening Comprehension Test, if there
is a need to describe the performance of the child when doing
the reading task on his/her own, the Silent Reading
Comprehension Test may be administered. The process of
finding the independent, instructional and frustration levels are
the same except that the time it takes for the student to finish
reading each passage is recorded by the test administrator.
After each selection has been read, the test administrator
reads the multiple choice questions that the students must
respond to orally.
STAGE 3
• STAGE 3: Provision of Specialized
Instruction/Reading Intervention
• Once all the data describing the child’s reading
performance has been gathered, the teacher may use
this information to design an intervention program (i.e.
remedial reading program) or adjust classroom
instruction.
• (see Appendix H for a full discussion of the Handbook
on Suggested Intervention)
STAGE 4
• STAGE 4: Administration of the Phil-IRI Graded
Passages (Posttest)
• After receiving specialized instruction, the studentswill
be re-assessed using the Phil-IRI Posttest Forms. The
Phil-IRI Posttests have a total of 4 parallel sets (SETS
A-D) that the test-administrator can choose from. Using
these graded passages, the test administrator must
again identify the student’s independent, instructional
and frustration levels. The posttest results may be
compared with the pre-test results.
• Thank you!