INSET 2024 phil-iri-slide-.pptpppppppppp
- 1. READING ASSESSMENT THE Phil-IRI: Assessing the LEARNERS READING DIFFICULTIES and DESIGNING Appropriate Intervention Felicitas E. Pado, PhD Presented by: MARRY LEE A. AJERO Master Teacher I
- 2. OBJECTIVES: -Review the process of conducting Phil-IRI as an assessment tool in schools. -Assess the learners reading difficulties using Phil-IRI -Follow the steps in administering Phil-IRI -Analyze and interpret Phil-IRI results.
- 3. In What level will you belong based on the statements? Level 1- I have heard of Phil-IRI. Level 2-I know about Phil-IRI, but I have never used it. Level 3- I know about Phil-IRI,I use it in my class as an assessment tool. Level 4- I know about Phil-IRI,I use it in my class as an assessment tool for classroom intervention.
- 4. Give at least one adjective that will describe Phil-IRIs: a. Strengths b. Weaknesses c. Challenges
- 5. The Simple view of Reading R = D X LC Reading Decoding or Language Comprehension Word Reading Comprehension Figure 1-The simple View of Reading by Wesley Hoover and Philip B. Gough(1990)
- 6. Feedback on Phil-IRI -Passages are too long -Costly -No intervention-Lack of time
- 7. WHAT IS Phil-IRI? The Phil-IRI is one of the initiatives put in place in support of the Every Child A Reader Program of the Department of Education
- 8. Phil-IRI a classroom-based reading assessment assesses the students interaction with print orally and silently informs the classroom teacher the reading performance of the students in terms of their reading strengths and difficulties and helps the teacher design appropriate classroom intervention
- 9. What reading skills are diagnosed/assessed? phonics and word recognition fluency rate of reading listening/reading comprehension Felicitas E. Pado, PhD
- 10. Components of the Phil-IRI 2014 Group Screening Test Passages for Oral Reading, Filipino and English pretest and Passages for Silent Reading, posttest Filipino and English Comprehension questions Felicitas E. Pado, PhD
- 11. 1.Group Screening Test (GST) Aims (1) to determine who among the students in a class are reading at level in Filipino and/or in English and need not undergo a more rigorous assessment of his/her reading ability Felicitas E. Pado, PhD
- 12. Group Screening Test (GST) (2) to identify the pupils who are performing below grade level expectation in reading and should undergo the Phi-IRI for further assessment of reading difficulties Felicitas E. Pado, PhD
- 13. The Group Screening Test Grades 2 to 6: 3 to 4 short passages in Filipino and a 20-item comprehension check Grade 3 to 6: 3 to 4 short passages in English and a 20-item comprehension check Felicitas E. Pado, PhD
- 14. The Phil-IRI Tests Felicitas E. Pado, PhD
- 15. Reading Passages Readability level: Kindergarten to Grade 7 Types of Text:..English, Set B Narrative texts (Kindergarten to Grade 4) Expository texts: (Grades 5 to 7) Topics of expository texts for Filipino: Social Studies for English: Science Felicitas E. Pado, PhD
- 16. Comprehension Questions Literal Interpretive Critical Applied Felicitas E. Pado, PhD
- 17. Number of Comprehension Questions K and Grade 1 passages- 5 Grade 2 and 3- 6 Grade 4 and 5- 7 Grade 6 and 7- 8 Felicitas E. Pado, PhD
- 18. Oral Reading Purpose : to assess a readers word recognition fluency comprehension Felicitas E. Pado, PhD
- 19. Assessing Oral Reading Performance Word Recognition: measured through a Reading Miscue Inventory Rate of Reading: measured by recording the time spent in reading the selection. Comprehension: measured by answering 5 to 8item comprehension questions Felicitas E. Pado, PhD
- 20. Listening Comprehension Is the difficulty in answering the comprehension questions due to poor word recognition skills? Felicitas E. Pado, PhD
- 21. Listening Comprehension assesses how well the pupil understands the passage that she/he listened to. Felicitas E. Pado, PhD
- 22. Listening Comprehension Teacher reads the selection while the pupil listens. Teacher reads the questions and pupil writes/gives the letter of the correct answer Is there a difference between the score in oral reading and in listening? Felicitas E. Pado, PhD
- 23. Silent Reading Purpose: to gauge the pupils reading speed and comprehension Felicitas E. Pado, PhD
- 24. Silent Reading Reading speed: measured by recording the time it takes the child to read each passage completely Reading comprehension: measured by asking the student to read and answer 5 to 8 comprehension questions Felicitas E. Pado, PhD
- 25. What affects the readability of a passage? 1. font: type and size 2. spacing 3. Length of words, sentences, passage 4. illustration 5. type of words used 6. relation of the passage to a readers prior knowledge Felicitas E. Pado, PhD
- 26. Recommended Font Size of the Passages Grade Level Recommended Font Size Kindergarten Grade 1 Comic Sans,/Century Gothic Font Size 18 Grade 2 Comic Sans/Century Gothic , Font Size 16 Grade 3 Comic Sans,/Century Gothic Font Size 14 Grade 4 Comic Sans/Century Gothic, Font Size 12 Felicitas E. Pado, PhD
- 27. Steps in Administering the Phil-IRI Felicitas E. Pado, PhD
- 28. Stage 1: Administration of the Initial Screening : Group Screening Test Felicitas E. Pado, PhD
- 29. Interpreting the Results of GST Raw score 0-7 points take the Phil-IRI test which is 3 levels lower than his/her grade level in GST 8-13 points take the Phil-IRI test which is 2 levels lower than his/her grade level 14 or above NO need to undergo the Phil-IRI test Felicitas E. Pado, PhD
- 30. This initial screening allows the teacher to focus more on the students with reading difficulties. Felicitas E. Pado, PhD
- 31. The Phil-IRI-Group Screening Test -There is a screening test for each grade level. Each test includes 4 selections. There is a Filipino and English Version. Each Selection has multiple-choice items. The total number of test items is worth 20 points
- 32. The cut-off point for referral is a raw score of 14 (Those who score 13 points and below are referred for further testing.
- 33. Stage 2. Administration of the Phil-IRI A. Oral Reading Test Objectives: identify the students 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 Felicitas E. Pado, PhD
- 34. Miscue a deviation or difference between what a reader says and the word in the page (Goodman, 1973) Felicitas E. Pado, PhD
- 35. Common Miscues of Readers 1. Mispronunciation 2. Omission 3. Substitution 4. Insertion 5. Repetition 6. Reversal 7. Hesitation
- 36. Defining and Marking the Miscues Felicitas E. Pado, PhD
- 37. 1.Mispronunciation when a word or words is not pronounced or read properly (pupil reads a word phonetically) Text: The children played in the yard. Reader: playeed The children played in the yard. Underline the text and write the phonetic spelling above it. Felicitas E. Pado, PhD
- 38. 2.Omission when a word or words are omitted. Text: Tony saw an enormous elephant in the zoo. Reader: Tony saw an elephant in the zoo. Circle the omitted word. Tony saw an enormous elephant in the zoo.
- 39. 3.Substitution When one word is substituted for another. Example: Text: The big horse started to trot. Reader: The big horse started to trot. Write the word read directly above the correct word. house The big horse started to trot. house
- 40. 4. Insertion When a word or words are inserted. Text: His big sister is in school. Reader: His big sister is in the school. Indicate it with a caret at the point of intersection and the word is written above the caret. the His big sister is in ^ school.
- 41. 5.Repetition when a word /phrase is repeated. Text: The red roses are in the lovely vase. Reader: The red roses are in the in the lovely vase Draw a line from the point at which the reader decides to retrace his steps to the point the repetition begins. The red roses are in the in the lovely vase.
- 42. 6.Reversal when two words are reversed. Text: The gardener is working in his vegetable garden. Reader: The gardener is working in his garden vegetable. Use a proofreaders symbol for transposition. The gardener is working in his vegetable garden.
- 43. Scoring the Oral Reading Miscues Type of Miscue Marking the Miscue Example Scoring Mispro nunciation Underline the text and write the phonetic spelling above it. sleed slide Count as 1 error every mispronunc iation Felicitas E. Pado, PhD
- 44. Marking the Oral Reading Miscues Type of Miscue Marking the Miscue Example Scoring Omission Circle the omitted unit of a language. The elephant Count as 1 error a word or phrase omitted. Felicitas E. Pado, PhD huge
- 45. Marking the Oral Reading Miscues Type of Miscue Marking the Miscue Example Scoring Substitu tion Write the word directly above the substituted it. monkey monkey Count as 1 error every substitu tion Felicitas E. Pado, PhD
- 46. Marking the Oral Reading Miscues Type of Miscue Marking the Miscue Example Scoring Insertion Use a caret to show where the word/s was inserted and write the word above the caret. lovely the^ flowers in the vase Count a word or a phrase inserted as one error. Felicitas E. Pado, PhD
- 47. Marking the Oral Reading Miscues Type of Miscue Marking the Miscue Example Scoring Repeti- tion Draw a line from the point at which the reader decides to retrace his steps to the point the repetition begins. They found it in the Count as one error every word or phrase repeated. Felicitas E. Pado, PhD
- 48. Marking the Oral Reading Miscues Type of Miscue Marking the Miscue Example Scoring Reversal Write the word/nonw ord above the correct word. dab bad Count as one error every reversal made. Felicitas E. Pado, PhD
- 49. Marking the Oral Reading Miscues Type of Miscue Marking the Miscue Example Scoring Hesitation A pause is marked through an elongated P. He bought a basket of P vegetables. Count as one error every hesitation made. Felicitas E. Pado, PhD
- 50. Quantitative Analysis of the Oral Reading Test How many miscues were observed? What are these miscues? How many minutes did it take the student to read the passage? How many comprehension questions were correctly answered? Felicitas E. Pado, PhD
- 51. Computing the Percentage of the Number of Words Correctly Read No. of words in the passage number of miscues X 100 number of words Felicitas E. Pado, PhD
- 52. Example: Karlos Performance in Oral Reading No. of words in the passage: 65 No. of miscues: 15 65-15= 50 x 100 = 76.9% 65 % of words correctly read: 76.9% Felicitas E. Pado, PhD
- 53. Computing Speed in Reading Reading speed = No. of words read X 60 reading time in seconds No. of words in the passage: 103 No. of minutes it took Karlo to read it: 90 seconds (1.5 mins.) 103 words read = 69 words per minute 90 seconds Karlos reading rate: 69 words per minute Felicitas E. Pado, PhD
- 54. Computing for Comprehension Comprehension= No. of correct answers No. of questions No. of correct answers: 4 Total no. of questions: 7 4/7 = 57 Karlos comprehension skill: 57% Felicitas E. Pado, PhD
- 55. Determining the Reading Level Reading Level: the level at which a learner can read and comprehend a levelled text or graded passage The different reading levels: Independent Instructional Frustration Felicitas E. Pado, PhD
- 56. INDEPENDENT LEVEL I can read this on my own. the level at which a learner can read and comprehend a levelled text on his/her own. The reader is familiar with most, if not all, of the words in the text. The pupil reads smoothly, fluently and with expression. The level of comprehension is high. Felicitas E. Pado, PhD
- 57. INSTRUCTIONAL LEVEL I can read this with my teachers help. the level at which a learner can read and comprehend a levelled text with some guidance. 90% of the words are familiar for the reader. S/he hesitates reading some words. The reader understands most of what is read. Felicitas E. Pado, PhD
- 58. FRUSTRATION LEVEL This is difficult. the level at which a learner experiences much difficulty in reading and comprehending a levelled text. Most words are unfamiliar; hence, reading is choppy with lots of hesitations. Reader rarely understands what s/he is reading. Felicitas E. Pado, PhD
- 59. Oral Reading Profile Word Reading Score (in %) Comprehension Score (in %) Oral Reading Level 97-100% 80-100% Independent 90-96% 59-79% Instructional 89% and below 58% and below Frustration Felicitas E. Pado, PhD
- 60. Karlos Reading Profile Word reading score: 15 miscues= 76.9%: Frustration Comprehension score: 4 out of 7= 57%: Frustration Karlos Oral Reading Profile: Frustration Felicitas E. Pado, PhD
- 61. What should the teacher do with pupils like Karlo? Felicitas E. Pado, PhD
- 62. Qualitative analysis Does word-by-word reading Lacks expression; reads in a monotonous tone Voice is hardly audible Disregards punctuation Points to each word with his/her finger Employs little or no method of analysis Other observations Felicitas E. Pado, PhD Behavior while Reading
- 63. B. Listening Comprehension What is the level of comprehension? Felicitas E. Pado, PhD
- 64. C. The Phil-IRI Silent Reading Test Assesses the students reading speed comprehension Felicitas E. Pado, PhD
- 65. Computing the speed and comprehension Reading speed = No. of words read X 60 reading time in seconds Comprehension= No. of correct answers No. of questions Felicitas E. Pado, PhD
- 66. Students Reading Profile per Passage Word Reading Reading Comprehension Reading Profile per Passage Independent Independent Independent Independent Instructional Instructional Instructional Independent Instructional Instructional Frustration Frustration Frustration Instructional Frustration Frustration Frustration Frustration Felicitas E. Pado, PhD
- 67. How Should the Phil-IRI Results Be Used? to design or adjust classroom, small group or individualized instruction in Reading Felicitas E. Pado, PhD
- 68. Stage 3: Analysis of reading difficulties and planning for intervention Felicitas E. Pado, PhD
- 69. Reading Difficulty: Very poor word recognition How does s/he try to decode a word? How many miscues were recorded? What type of miscues were made? What kind of intervention should be done? Felicitas E. Pado, PhD
- 70. EXAMPLES OF INTERVENTION Phonological awareness-decoding-phonemes- ability to manipulate sounds of the letters- prosody Alphabet Knowledge -identifying each letter of the alphabet -sounding each letter (in MT or Filipino) or each consonant (in English) Blending the letters to form words Explicit instruction on word recognition Felicitas E. Pado, PhD
- 71. Reading Difficulty: Very poor fluency -Can read each word but does word-by- word reading -Lacks expression in reading -Disregards punctuation marks Felicitas E. Pado, PhD
- 72. If a pupil does word-by word reading, does s/he understand what is being read? What kind of intervention should be done? Felicitas E. Pado, PhD
- 73. Examples of intervention Explicit instruction on word recognition Phrase/sentence reading Regular oral reading activity One-minute reading Felicitas E. Pado, PhD
- 74. Reading Difficulty: Very poor comprehension Very poor word recognition (PWR) Word by-word reading (F) Does not understand most of the words (V) Can read the whole passage but cant understand what is being read. (C) Felicitas E. Pado, PhD
- 75. Development of Reading comprehension Felicitas E. Pado, PhD Vocabulary development Listening comprehension
- 76. Word recognition and comprehension Word recognition must be accurate, rapid and require little conscious attention so that attention can be directed to the comprehension process One reason students may not comprehend text is that they are spending all their attention and energy on figuring out the words. Felicitas E. Pado, PhD
- 77. Examples of intervention Development of listening comprehension Intensive instruction on word recognition Vocabulary development Regular oral reading activity followed by exercises on comprehension Explicit instruction of comprehension skills . . . Felicitas E. Pado, PhD
- 78. Planning for Intervention 1. Differentiated activity within a reading class. 2. Scheduling a special session outside the regular class: a. small group among students of similar needs b. individual student Felicitas E. Pado, PhD
- 79. Stage 4: Phil-IRI Post test Is there an improvement in his/her word recognition skills? Can s/he now read with accuracy, automaticity and proper expression? Can s/he now understand the passage that s/he reads? Felicitas E. Pado, PhD
- 80. Analyze the post test results -Is there reading progress? -What reading difficulties were addressed?; what reading difficulties still persist? -What other interventions should be done? Felicitas E. Pado, PhD
- 81. LETS PRACTICE
- 82. Performance of Child A (Grade 3) Reading Mang Sammy( Grade 3 Level Text)
- 83. WORD READING SCORE 56 - 31= 25/56= 45% FRUSTRATION
- 84. QUESTIONS TO PONDER What does the performance tell about GOOD READERS? How should self-corrections be viewed? Can we definitely say that Child A is a good reader? What makes you say so? (Hint: Remember the simple view of reading)
- 85. FOOD FOR THOUGHT Even good readers make mistakes. Self-correction shows that some monitoring of ones reading is occurring as a STRENGHT. Remember decoding by itself is NOT reading.
- 86. Word Reading Score 91- 9 = 82/91 = 90% INSTRUCTIONAL LEVEL Action Research - Power Point by: Dr. Tarek Chebbi, FIU
- 87. Performance of Child B (Grade 3) Reading Summer Fun (Grade 2 level)
- 88. Questions to Ponder: What do we notice about CHILD Bs Performance in Filipino and in English? In what way have the assumptions made earlier changed after having listened to CHILD B read in Filipino? Action Research - Power Point by: Dr. Tarek Chebbi, FIU
- 89. Food for thought: Just because they struggle learning to read in one language, does NOT mean their performance is the same for the other language. Poor performance in reading should NOT be used as a way of gauging the learners intelligence.
- 90. SHARING TIME
- 91. THANK YOU FOR LISTENING! GOD BLESS
Editor's Notes
- #18: WHEN USED TO ASSESS ORAL READING SKILLS,PHILIRI MAY BE USED TO DESCRIBE DECODING THE ABILITY TO READ ISOLATED WORD USING PHONICS LANGUAGE FLUENCY-READING WITH SPEED,ACCURACY AND PROSODY-THE PATTERNS OF STRESS AND INTONATION IN A LANGUAGE WORD RECOGNITION-THE ABILITY TO IDENTIFY AUTOMATICALLY WORDS ON SIGHT