Title:
ASSESSING THE READING SKILLS OF INTERMEDIATE GRADERS USING THE PHILIPPINE INFORMAL READING INVENTORY (PHIL-IRI): INSIGHTS FOR TEACHERS

Authors:
Mae Caroline J. Tolibas

Abstract:
Reading proficiency is a fundamental skill significantly influencing learners' academic success and lifelong learning capabilities. This study assessed the reading skills of intermediate-grade learners (Grades 4 to 6) in a public elementary school in Tacloban City, Philippines, using the Philippine Informal Reading Inventory (Phil-IRI). Employing a descriptive survey design, the study involved 251 learners (138 males and 113 females) whose reading proficiency was evaluated through the Independent, Instructional, and Frustration levels of the Phil-IRI. Data were collected through oral and silent reading assessments, with results analyzed using descriptive statistics. The findings revealed that most learners were at the Instructional level (46.39% for Grade 4, 48.15% for Grade 5, and 63.01% for Grade 6), indicating their need for teacher assistance in achieving comprehension. A significant proportion of learners, particularly males, were categorized under the Frustration level, highlighting persistent challenges in fluency and comprehension. Conversely, only a small percentage of learners achieved the Independent level, with females consistently outperforming males. These results underscore the need for targeted reading interventions and differentiated instruction to address learners' varied needs. The study concludes that strategic efforts are crucial to improving reading proficiency and ensuring learners' readiness for the demands of higher education.