The Philippine Informal Reading Inventory (Phil-IRI) Program: A Critical Analysis

Jennylyn G. Abril, Christian T. Acerbo, Ferdinand T. Abocejo


The implementation of the Philippine Informal Reading Inventory (Phil-IRI) program is mandated by the Department of Education (DepEd) for implementation in schools as an assessment tool in determining the performance of learners in reading proficiency. This paper critically analyzed the implementation of Phil-IRI in schools as a prescribed reading program of DepEd. Following a critical analysis approach, the paper explored the problems encountered in the program implementation. The results of the inventory serve as the basis for teachers in creating appropriate reading intervention initiatives to improve the performance of struggling readers. Challenges were revealed along the Phil-IRI implementation which drew setbacks on literacy improvement, writing and reading proficiency of the learners. In the implementation process, some teachers were not adherent nor consistent to program interventions since they are already bombarded with workloads in their teaching tasks and so many paper- works for submission, apart from the time-consuming reading interventions. It was difficult to carry out the appropriate reading remediation in view of teaching time constraints and too many assigned works coupled with the insufficient instructional reading materials, limited or no technological facility and limited library resources. Indeed, developing the reading ability of learners with reading difficulties has never been an easy feat for the reading teachers.


Philippine informal reading inventory; reading proficiency; critical analysis; assessment tool

Full Text:



Abumandour, E. S. T. (2021). Public libraries' role in supporting e-learning and spreading lifelong education: a case study, Journal of Research in Innovative Teaching & Learning, 14(2), 178-217.

Adapon, M. T., & Mangila, B. B. (2020). Helping struggling readers to read: the impact of the care for the non-readers (CRN) program on Filipino pupils’ reading proficiency. ETERNAL (English, Teaching, Learning, and Research Journal), 6(2), 195-218. Retrieved from

Ameyaw, S. K., & Anto, S. K. (2018). Read or perish: Reading habits among students and its effect on academic performance: A case study of Eastbank Senior High School-Accra. Library Philosophy and Practice, 1-24. Retrieved from

Balan, S., Katenga, J. E., & Simon, A. (2019). Reading habits and their influence on academic achievement among students at Asia Pacific International University. In Abstract Proceedings International Scholars Conference (Vol. 7, No. 1, pp. 1490-1516).

Baldevarona, S. B. (2020). Behind the Reading Program: A Phenomenological Study on Teachers’ Challenges and Strategic Reading Interventions to Help Struggling Readers (Doctoral dissertation, Foundation University).

Bernardo, A. B., Cordel, M. O., Ricardo, J. G. E., Galanza, M. A. M. C., & Almonte-Acosta, S. (2022). Global Citizenship Competencies of Filipino Students: Using Machine Learning to Explore the Structure of Cognitive, Affective, and Behavioral Competencies in the 2019 Southeast Asia Primary Learning Metrics. Education Sciences, 12(8), 547.

Cabalo, J. P., & Cabalo, M. M. (2019). Factors affecting pupils’ reading proficiency in multi-grade classes among rural elementary schools. International Journal of Science and Management Studies, 2(2), 108-124. Retrieved from

Cole, S. A. (2017). The impact of parental involvement on academic performance. (PhD Dissertation, Northcentral University), Retrieved from

Cuñado, A. G., & Abocejo, F. T. (2018). Lesson planning competency of English major university sophomore students. European Journal of Education Studies. 5(8), 395-409.

Domong-as, B., & Doctor, T. (2019). Guided reading to develop the grade IV learners reading.

Daniel, O. C., Esoname, S. R., Chima, O. D., & Udoaku, O. S. (2017). Effect of reading habits on the academic performance of students. A case study of the students of Afe

Babalola University, Ado-Ekiti, Ekiti State. Teacher education Curriculum Studies, 2(5), 74-80.

Department of Education. (2018). Policy guidelines on the administration of the revised Philippine informal reading inventory (Phil-IRI). Retrieved from 03/26/do-14-s-2018-policy-guidelines-on-the-administration-of-the-revised-philippine-informal-reading-inventory

Department of Education. (2018). The Philippine informal reading inventory manual. Retrieved from

Department of Education. (2019). DM 173, 3B: Bawat bata bumabasa. Retrieved from

Figuracion, V. C., & Ormilla, R. C. G. (2021). The word reading performance of grade V pupils through a library hour program in Philippines. EDUCATUM Journal of Social Sciences, 7(1), 95-103. Retrieved from download/4250/2969

Good, A. H. (2019). The Effect of Parental Involvement on Reading Success of Kindergarten Students. Master's thesis, Goucher College United States. Retrieved from

Inding, A. L. (2020). Improving reading comprehension skills of grade iv pupils using effective comprehension strategy instruction. International Social Science Review, 2(2020),138-183. Retrieved from

Jolejole-Caube, C., Dumlao, A. B., & Abocejo, F. T. (2019). Anxiety Towards Mathematics and Mathematics Performance of Grade 7 Learners. European Journal of Education Studies. 6(1), 334-360.

Korantwi-Barimah, J. S., Ofori, A., Nsiah-Gyabaah, E., & Sekyere, A. M. (2017). Relationship between motivation, academic self-concept and academic achievement amongst students at a Ghanaian Technical University. International Journal of human Resource Studies, 7910, 61-73.

Ligudon, J., & Ildefonso, L. (2022). Reading Strategies Employed by Senior High School English Teachers in The Philippines. Quantum Journal of Social Sciences and Humanities, 3(2), 93-106.

Liu, Y., & Hou, S. (2018). Potential reciprocal relationship between motivation and achievement: A longitudinal study. School Psychology International, 39(1), 38-55.

Morelos, R. L. (2021). Development and validation of learning resource materials in upgrading comprehension skills of senior high school students. International Journal of Multidisciplinary: Applied Business and Education Research, 2(2), 153-161.

Omela, E. T., & Martin, M. D. M. (2020). Teachers’ motivational strategies employed in teaching passive pupils. EDUCATUM Journal of Social Sciences, 6(1), 1-11.

Quinto, J. A., Rana, E. V., Abrigo, J. N. P. (2020). Computer oriented language learning approach (COLLAP) for struggling readers. International Journal of Education, Psychology and Counseling, 5(35), 249–269.

Recamara, J. T. (2018). Philippine informal reading inventory performances of elementary graders: Keystone for innovative 21st century reading intervention program, International Journal of Current Research, 10, (09), 73492-73497.

Rivera, A. G., & Aggabao, R. G. (2020) Reading Difficulties of Grade 5 Pupils in English. International Journal of Linguistics, Literature and Translation (IJLLT), Volume 3 Issue 6.

Saraspe, L. D., & Abocejo, F. T. (2020). Effectiveness of descriptive praise on the English composition skill of bridging students. European Journal of English Language Teaching. 5(4), 18-38.

Sartika, F. D., Afifah, N., & Anggraini, Y. (2020). The correlation between students’ reading habit and their reading comprehension. Jurnal Basis, 7(1), 207-216.

Sor, J. C., & Caraig, M. E. (2021). Reading Performance of Grade 11 Students: Basis on the Development of Reading Enhancement and Assessment Plan (REAP). International Journal of Research in Engineering, Science and Management, 4(8), 206–209. Retrieved from

Shuell, T. J. (2021). Learning theory, instructional theory, and adaptation. In Aptitude, learning, and instruction (pp. 277-302). Routledge.

Tomas, M. J. L., Villaros, E. T., & Galman, S. M. A. (2021). The Perceived Challenges in Reading of Learners: Basis for School Reading Programs. Open Journal of Social Sciences, 9(5), 107-122.

Toyong, P. J. A. & Toyong, M. E. (2021). Choice of reading materials and reading achievement of junior high students. International Journal of Multidisciplinary: Applied Business and Education Research. 2(5), 401–405.

Trazo, S. P., & Abocejo, F. T. (2019). International Phonetic Alphabet (IPA) Front Vowel Sound Recognition of Beginner Foreign Learners. European Journal of Education Studies. 5(12), 183-196

UNICEF-SEAMEO. (2020). SEA-PLM 2019 Main Regional Report, Children’s learning in 6 Southeast Asian countries. Bangkok, Thailand: United Nations Children’s Fund (UNICEF & Southeast Asian Ministers of Education Organization (SEAMEO) – SEA-PLM Secretariat.



Article Metrics

Abstract view : 815 times
PDF - 84 times


  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License