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Informal Reading Inventory

1336 Words6 Pages

Situation Analysis
Reading is a basic life skill. Undeniably, it is a vital receptive, interactive, transactive and survival mechanism to get through life. Reading goes along in the day to day routine, from doing the simplest household chores to the more complex following instructions in the world of work. One must read to understand what he does; likewise, he needs to understand what he reads to comprehend reality. Inarguably, reading is one of the most important contrivances in life.
Reading has always been an impetus for successful learning. It is an indispensable tool in order to cope with other subjects such as Science, Social Studies, Mathematics and others. Hence, poor reading ability means poor academic performance. When one can read, …show more content…

In connection to this, ECARP came up with three components namely Reading Recovery (RR), Philippine Informal Reading Inventory (Phil-IRI) and Philippine Word List in English (PWLE). The PHIL-IRI is an assessment instrument that appraises the reading ability of students. It also determines the students’ thinking processes as well as their reading performance. It is an informal measure that can assess the student’s comprehension, vocabulary and word identification skills. The PHIL-IRI uses a predetermined set of criteria in identifying the reading levels of the …show more content…

Among the issues that need to be resolved include the high dropout rates, high number of repeaters, lack of particular language skills, failure to satisfactorily respond and address the needs of people with special needs, congested classrooms and poor teacher performances. These problems in turn result to a considerable number of illiterate Filipinos, out of school youths and graduates who are not prepared for work. While it is true that the government is trying to convey the needs of every Filipino learner to become independent reader through intensive and extensive programs of the Basic Education Department, statistics show otherwise.
This is substantiated by the findings of Functional Literacy, Education and Mass Media Survey (FLEMMS) in 2008 in coordination with the Literacy coordinating Council (LCC) and the Department of Education, that 20.1 million Filipinos, aged 10-64, do not understand what they read. FLEMMS in 2008 also reported that those who lack comprehension abilities increased from 19.6 million in 2003 to 20.1 million individuals in

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