Republic of the Philippines

Department of Education
MIMAROPA Region
SCHOOLS DIVISION OF PALAWAN
PEO Rd., Bancao-Bancao, Puerto Princesa City

BASA PALAWEÑ0 - PALAWAN READING

INVENTORY AND ASSESSMENT
(BP-PRIA)

AN INFORMAL READING INTERVENTION TOOL

A Reading Intervention Project of the

Curriculum Implementation Division – Learning Resource Management Section

(CID-LRMS)
Deped Palawan
2018
 ACKNOWLEDGMENT
This endeavor would not had been realized and become successful without the help, support,
determination and perseverance of the people behind it.

BP-PRIA Reading Tool Project Management

Chairman Rodgie S. Demalinao

Education Program Supervisor
LRMS Manager

Co – Chairman Nora A. Nangit

Education Program Supervisor
Filipino

Adviser Aurelia B. Marquez

Chief, Education Program Supervisor
Curriculum Implementation Division

Consultants: Loida P. Olavario, Ph.D.

OIC, Assistant Schools Division Superintendent

Roseline P. Vicente
OIC, Assistant Schools Division Superintendent

Servillano A. Arzaga, CESO V

Schools Division Superintendent

Crafting of the Passages

Over-all In-Charge Elementary Level Lilian A. San Jose

Public School District Supervisor

Secondary Level Evelyn B. Nadado

Secondary School Principal

Co-In-Charge Elementary Level Nida D. Tejada

Public School District Supervisor

Secondary Level Rafaelita F. Rodriguez

Head Teacher, Department Head

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 Writers of the Passages for Elementary Level
NAME DISTRICT
Albert U. Arzaga Araceli
Alwin C. Garcia Cuyo
Ariel A. Bernal Busuanga
Bibiana L. Baltar Bataraza II
Bryan P. Tacan Taytay III
Cherie Mae A. Pulmones Coastal Coastal
Cheryl B. Magbanua Roxas Central
Edmon R. Moreño Coron Coastal
Genalyn G. Acosta El Nido Del Sur
Jennifer D. Rabaya Narra Del Norte
Job Ryan A. Abid Sofronio Española
Joel B. Rotil Narra Del Sur
Larry V. Cayao Roxas Central
Loida G. Anonat Bataraza - II
Marjay B. Laraño Taytay II
Matilde Z. Balmonte Roxas Central
Mel Joy A. Mahayahay Roxas Central
Mohammad J. Ismael Bataraza I
Myla J. Gualdrapa Quezon Northern District
Nenita G. Sotelo Bataraza I
Neria C. Dimapilis Araceli
Olivia M. Peneyra Aborlan South
Perpetua F. Cayetano Taytay I
Rafael E. Aguda Taytay III
Rogelio B. Lumaad, Jr. Bataraza II
Romie U. Gacita Dumaran Mainland
Ronnel M. Supe Bataraza I
Rosemarie P. Moreño Coron Inland
Sharon Gay J. Abella Culion
Susanna S. Tatoy Aborlan South
Virgie G. Cabanes Magsaysay

Writers of the Passages for Secondary Level

NAME DISTRICT
Adolph P. Dele Torre Sofronio Española
Avegail A. Constantino Quezon Northern District
Chinky A. Faustino Taytay III

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 Chollievic O. Calleja Busuanga
Christina P. Cuario Taytay I
Cleverly R. Macola Busuanga
Cynthia B. Soriano Taytay II
Eva B. Belleza Dumaran Island
Fe Kenneth A. Gadiano Sofronio Española
Gerardo A. Garcellano Bataraza I
Glenda M. Davao Araceli
Homero S. Zapata Dumaran Mainland
Jessica C. Salatambos North Brooke's Point
John Vincent P. Bueno Aborlan North
Larsy Anne A. Fermin Sofronio Española
Leigh B. Florentino North Brooke's Point
Ma. Kenenth Aiza V. Mago San Vicente
Ma. Teresa D. Conta Coron Coastal
Marijane E. Paredes Roxas Central
Marissa B. Nipas North Brooke's Point
Marlene G. Sumagingsing Quezon Southern District
Marlon M. Montante San Vicente
Neddie B. Convocar El Nido Del Sur
Novenice L Montañez Busuanga
Relita E. Vicencio Quezon Southern District
Robert B Arevalo El Nido Del Sur
Trinidad B. Bayot Narra Del Norte
Zenaida S. Sitchon Roxas Central

BP-PRIA Reading Tool Project Support Staff

Grace P. Canto Division Librarian - II

Neil Daryl P. Salcedo Project Development Officer – II
Teodorico A. Cabildo, Jr. LRMS Illustrator

BP-PRIA Project was conceptualized for the project Basa Palaweño by:
Rodgie S. Demalinao, Education Program Supervisor – LRMS Manager

Template developed by:

Jomer T. Selicia, Senior High School Teacher

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 THE BASA PALAWEÑ0 - PALAWAN READING INVENTORY AND
ASSESSMENT (BP-PRIA): AN INFORMAL READING
INTERVENTION

BACKGROUND

Difficulty in reading and poor comprehension among school children are the
perennial problems being faced by the Division of Palawan. Most of the learners
particularly in lower grades are classified to the level of instructional and frustration while
others are non-readers. But even the secondary teachers are already complaining about
the slow reading performance of their students. Yearly, various reading projects and
interventions are initiated by the teachers and school heads on a trial-and-error scheme.
Some of these interventions are effective, but others are contemptible which urge them to
re-think of other possible solutions.

The informal reading assessment and inventory among the learners is one of the
interventions already conducted by the division purposely to assess the progress of the
reading ability. Based on the assessment of the result of the previous intervention
conducted by the division, it showed that the problems were not directly and entirely
addressed, because the said intervention was delimited to elementary grades learners.

As a result, this division through the Curriculum Implementation Division Learning

Resource Management Section (CID-LRMS) redesigned the reading intervention which is
entitled Basa-Palaweño Palawan Reading Inventory and Assessment o BP-PRIA.
BP-PRIA is an adaptation and modification project from the Philippine Informal Reading
Inventory (Phil-IRI), an initiative program of the Bureau of Elementary Education
Department of Education. This division-initiated intervention is under the project Basa-
Palaweño an umbrella project of all the reading-related projects, activities and events of
the Division of Palawan. This d thrust to make every

Child A Reader Program, the goal of which is to enable every Filipino child to
communicate both in English and Filipino through effective reading instruction.

The BP-PRIA is a useful classroom tool in assessing the learners oral reading ability
from Grade 3 to Grade 12 which provides immediate intervention that will address learners
who are identified with reading difficulty. The contextualized passages from Kindergarten
to Senior High School learners were crafted by the selected language teachers in the
division. The automated templates that will automatically compute the result were also
innovated. The possible causes of non-readers as well as learners with slow reading ability
can be easily traced and tracked thus, reaching out the appropriate intervention to address
the individual learner with poor reading comprehension. The tools also show the miscue/s
of the learners which serve as the guide for the teachers and school heads in planning and
formulating reading remediation and interventions which will fit in the need of individual
learner from Grade 3 to Grade 12.

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A. THE TEST MATERIALS

The BP-PRIA Oral Test package consists of the U

and other forms. Below are the descriptions of the materials:

1.

This is a guide for the teachers or school heads in administering the test with
the instructions for recording of the results. This should be studied carefully before
administering the BP-PRIA Oral Test. The mechanics of administration are the
same for both English and Filipino in all grade levels. Thus, only one manual will
be prepared for both English and Filipino BP-PRIA. A Power Point presentation
which will serve as a pattern for filling out the template will be given to the (its)
users. Hence, all the district heads, school heads, and reading teachers are
encouraged to get familiarized of the guide and the template.

2.

The teacher materials for the BP-PRIA Oral Test consist of the following forms:

➢ BP-PRIA Form 1 (Grade Level Passage) - This is the copy of the passage
which the teacher marks as the taker reads the grade level passage. This
also contains the passage to be read by the pupil. The teacher may reformat
the passage to place the mark/s for each taker in word reading miscues.
The teacher should ensure that each pupil is provided with this form.

➢ BP-PRIA Form 1A (Individual Summary Record) This form is designed

for the teacher to record some
materials that he/she can read and the record of his/her correct answer/s
in every question being asked. The recorded miscue must be encoded in the
template in the Miscue file.

➢ BP-PRIA Form 1B (Word-Recognition Error Marking System for

Passages) This form will serve as a guide for the teachers in putting
symbol/mark in every word wherein the taker commits mistake or error.

➢ BP-PRIA Form 1C (Record for the Change of Post Test) This is a report
if ever the intervention conducted and the record for post test of the
particular learner had changed.

➢ BP-PRIA Automated Templates The automated templates will be

provided in the encoding of the data of each taker. The template will
automatically compute the result and the results will be automatically

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 reflected in each assigned form. Only one (1) template will be used for each
level such as BP Form 2 for Elementary, BP Form 3 for junior high school,
BP Form 4 for senior high school. Other printable forms like Forms 1A, 1B and
1C are also enclosed in the templates. The designated school reading in-
charge shall facilitate in the encoding and submission of this form to the
district reading coordinator.

3.

Grade Passage from Kindergarten to Grade 12. The oral reading passages are
either paragraphs, stories or passages that the pupils read orally. Each
paragraph/story/passage is preceded by a prompt to motivate pupils to read the
selection. If there is no prompt provided in the passage the teacher who will
administer the test may create. The prompt activates the prior knowledge of the
pupils. This is an idea that supports the interactive nature of reading. Each carefully
written oral reading passage is followed by a set of comprehension questions
categorized as literal, vocabulary, cause and effect, inference, interpretive and
applied. Teachers are reminded not to change the prescribed font style and size of
the passage.

4. The District Consolidation Form

The district reading coordinator will use BP-PRIA District Consolidation

Form (Form 5 and 6) for the consolidation of the result of all the schools in the
district. This form will be submitted to the Division Office together with a narrative
report in the formulation and conduct of reading intervention. The BP-PRIA Forms
2, 3 and 4 of all schools within the district will also be submitted.

5. The Division Consolidation Form

The division reading coordinator will use the BP-PRIA Division Consolidation
Form (Form 7 and 8) for the consolidation of the result of all the districts in the
division.

B. IMPORTANT REMINDERS

1. Important Information for the Administrators

All schools should administer the BP-PRIA Oral Test in English and Filipino
from Grade 3 to 12. The English and Filipino supervisors and district heads should
orient the school heads before the administration of the BP-PRIA. The division
and district supervisors are also advised to monitor the schools in the
administration of the BP-PRIA Oral test.

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 School heads should make sure that all teachers are oriented on the
mechanics of administration before the conduct of the BP-PRIA Oral test. They
should also ensure that all the necessary tests and forms are reproduced
according to the number of learners taking the test. The reproduction costs can
be charged to School MOOE or other School Local Funds subject to the usual
accounting and auditing rules and regulations.

The school head should utilize the results of every learner who took the
test in planning for the appropriate school reading interventions.

2. Significant Points

This is an informal reading test. It should be conducted individually to all

learners from Grade 3 to Grade 12 and as much as possible not during classes.
The teacher may use the time for reading for the conduct of BP-PRIA as long as
the other learners are kept busy with seatwork.

The teacher should at all times keep the assessment tool with utmost
confidentialit y. The test materials should not in any way be posted or
exposed to pupils except during the administration of the pre-test and post-
test.

The pretest of the BP-PRIA Oral Test shall be conducted at the start of
the school year (June-July) or during enrollment and Brigada Eskwela time. This
may be administered on a staggered basis within the prescribed period. The pre-
test results will be utilized by the teacher/school head for planning a sound
school-based reading program to improve the reading proficiency of the learners.

The post-test shall be administered after the intervention and remediation

had been conducted to the learners who were identified as non-readers,
struggling readers, frustration level and instructional reading abilities. For learners
who belonged to independent level, this will be administered on January
February or at earlier dates convenient both for the teachers and the takers. The
results of the post test will reveal the reading ability of the learners during the
school year.

To recognize the efforts exerted and extended by every by improving the

reading ability of the leaners, effective school year 2018-2019 the following award
will be given:

A. A Certificate of Recognition or a medal will be awarded by the school to the

learners who:

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 ➢ marked as Remarkable for both pre and posttest with independent level in
Reading Comprehension. The learner will receive a Remarkable Reader
Award;
➢ showed reading progression from non-reader to independent. The learner
will receive a Progress Reader Award 1;
➢ showed reading progression from frustration to independent with
Instructional or Independent Level in Reading Comprehension. The learner
will receive a Progress Reader Award 2; and
➢ showed reading progression from instructional to independent with
Independent Level in Reading Comprehension. The learner will receive a
Progress Reader Award 3.

➢ A Distinguished Reader Award will be given to the learner whose level of

material read is two-step above or more of his/her grade level. Provided
thereof that his/her Reading Comprehension Level from the materials
he/she read is Independent. Below are the guidelines:

a) Only Grade 3 and 10 learners are qualified to join.

b) Interested learners must intent his/her application to the school head.
c) The school head will create a Reading Award Committee which
composed of at least 3 reading teachers.
d)
e) The committee will provide new passages for the assessment of the
candidates.
f) Any member of the committee who are related to the candidate must
inhibit his/her right to assess the candidate.
g) The school head may invite teacher from other schools if the
composition of the award committee will not be met.

(Note: There must be a separate award for English and Filipino. The list of
awardees must be approved by the school head. To have a uniform award
within the district, the district head may facilitate the awarding. The district
will issue a district communication to this effect.)

B. For Teacher A teacher can receive a Certificate of Awards from the district
office signed by the district head which will be supported with write-ups and
other documents for/as any of the following categories:
a) for having no Non-Readers in a class. The teacher will receive a Zero
Non-Reader Class of the year Award. Teachers handling SPED
Class are not entitled for this category;
b) for making all the learners in Independent Level in a class. The teacher
will a receive an Independent Reading Level Class of the Year
Award; and

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 c) as Best Reading Teacher Award for creating an effective Reading
Intervention.
(Note: There is a separate award for Filipino and English)
C. A certificate of awards will be awarded by the division office to the following
to wit:
➢ For School Head Certificate of Awards which will be supported with
write-ups and other documents for/as any of the following categories:
a) for having no Non-Readers in school. The school will receive a Zero
Non-Reader School of the Year Award;
b) for making all the learners in Independent Level. The school head will
receive an Independent Reading Level School of the Year Award;
and
c) for formulating and implementing an effective school reading
intervention. The school head will receive a Best School Reading
Intervention Implementer Award.
(Note: There is a separate award for English and Filipino)

➢ For District Head - Certificate of Awards which will be supported with

write-ups and other documents for/as any of the following categories:
a) for having no Non-Readers in the whole district. The district head will
receive a Zero Non-Reader District of the Year Award;
b) for facilitating, supervising and monitoring the teachers and the school
heads to exert efforts in making all the learners to Independent Level.
The district will receive an Independent Reading Level District of the
Year Award; and
c) for crafting and implementing an effective district reading intervention.
The district head will receive a Best District Reading Intervention
Implementer Award.
(Note: There is a separate award for English and Filipino)

➢ For the District Reading Coordinator A certificate of Recognition for

prompt submission of BP-PRIA report with accurate and complete data.
The coordinator will receive a Certificate of recognition for the Prompt
Submission of Reading Report for the School Year.

The District Reading Coordinator will submit the BP-PRIA result together
with the narrative report on the conduct of reading intervention at the
Division Office before the end of March. In addition to this he/she will also
submit names of awardee/s together with the supporting documents.

3. Guide in Administration of the BP-PRIA

a) The following preparations shall be done by the teacher or the one who will
administer the test before conducting it such as:

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 ✓ Secure copies from the Office of the School Head or the school reading
in charge the following forms for each taker in the class:
➢ BP-PRIA Form 1- Grade Level Passages
➢ BP-PRIA Form 1A - Individual Summary Record and Record of
Miscue/s
➢ BP-PRIA Form 1B - Word-Recognition Error Marking System for
Passages
➢ BP-PRIA Form 1C - Record for the Change of Post Test
➢ Extra sheet for miscue recording

✓ Ensure to have a copy of the graded level passages from Kindergarten

to Grade 12 English and Filipino, both the learner .

✓ Be familiarized with the test materials and the accompanying forms.

✓ Mount the learner grade level passages (K to 12) on

cardboard or any hard paper for ease of administration.

✓ Ensure that the testing area is well-ventilated, well-lighted and free

from distractions.

b) In administering the oral reading test give first the Filipino passage of his/her
grade level. Read the PROMPT. The prompt is necessary to activate the
taker ledge about the passage. It will also motivate the taker to be
interested in the passage which will put him/her at ease during reading. The
available PROMPT in the passage can be modified. If there is no PROMPT
available in the passage the teacher administering test will create.

c) Ask the taker to read the passage of his/her grade level orally. Inform him/her
that after reading he/she will be given one or two minutes to reread the
passage before answering the questions. He/she is also allowed to look at the
passage from time to time for his/her answer.

d) While reading, record his/her miscue/s in the separate sheet for your
reference. If the taker completely read the passage he/she will be recorded
under the Normal Projection.

e) But after reading, if you notice that the taker reads the passage fluently and
without any miscue, give him/her the next higher-grade passage. If you will
notice that his/her reading ability in a particular passage is the same with the
previous passage he/she has read, then give him/her the next higher grade
level passage. This manner will be done repeatedly if the taker shows same
performance just like in the first passage. The highest grade level passage is
Grade 12. But if in the particular passage, the taker already feels a bit difficult

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 or stammered while reading, tell him/her to stop. The last passage where the
taker completely reads with fluency even with minor miscue/s will be recorded
as the level of the material that he/she has read. The questions to be answered
by the taker for the comprehension will come from the passage of his/her
grade level. These types of readers are considered as

f) On the other hand, if the taker looks at you for assistance, encourage him/her
to go on. If you notice that he/she encounters difficulty in reading the passage,
give him/her the lower grade level passage. If you notice in him/her the same
difficulty while reading, then give him/her another lower grade level passage.
This manner will be done repeatedly if the taker still shows difficulty in reading.
The lowest grade level passage is Kindergarten. The last passage where the
taker completely or partially read even with major miscues will be marked as
the level of the material that he/she has read. In this case, the taker will no
longer be asked or to answer the comprehension questions, but all his/her
miscues in all passages the administered to him/her shall be recorded for
reference. These types of readers are considered as .

g) The takers who cannot really read or decode any word or sentence will be
marked as Non-Reader .

h) Write down all the words which the taker has committed error on the separate
sheet (BP-PRIA Form 1A Miscue) and identify the miscue such as:
➢ Mispronunciation (Maling Bigkas)
➢ Substitution (Pagpapalit)
➢ Refusal to pronounce (Pagtangging Bumasa)
➢ Insertion (Pagsisingit)
➢ Omission (Pagkakaltas)
➢ Repetition (Pag-uulit)
➢ Reversal (Paglilipat/Pagbabaligtad ng ayos ng mga salita)

i) The recorded miscues (words or phrases) must be entered in the template for
analysis purpose and will be used for formulating reading interventions. The
mispronunciation, substitution and refusal to pronounce will affect the word
recognition score of the taker. Miscue in the title of the passage, local and
technical terms/words and proper nouns are not counted. The teacher may
tell the taker of the proper pronunciation.

j) After reading, give the taker one to two minutes to reread the passage
silently. After the elapse time ask him/her all the comprehension questions.
The question will be read aloud by the teacher. The taker may look at the
passage once in a while to recall the information being asked for. The
questions to be asked are the questions from the passage within the actual
grade level of the takers even the level of material he/she reads is above

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 his/her grade level. Answer/s delivered in any language is/are accepted as
long as it is correct it is because we test the reading comprehension ability
and not the proficiency in communicating using Filipino or English
Languages. This principle of accepting answer in any language is not
applicable for vocabulary question because this type of question requires
exact and specific word or term. Remember that the takers whose level of
material read is below his/her grade level will not be required to answer the
comprehension questions.

k) Each question has an allotted time for the taker before starting answering
the question. The taker must immediately start answering the question before
or within the allotted time. If the

If the takers started to deliver his answer give him/her ample time to
complete or elaborate his/her answer. ker about the
allotted time to avoid him/her getting uncomfortable, instead tell him/her
Counting of time will start
after the last word of each question. The suggested time are as follows:
➢ Literal - 3 seconds
➢ Vocabulary - 5 seconds
➢ Cause and Effect - 6 seconds
➢ Inferential - 6 seconds
➢ Interpreting Text - 8 seconds
➢ Evaluative - 10 seconds

l) The result of the comprehension will be recorded in the BP-PRIA Form 1A

(Individual Summary Record).

m) After the administration for Filipino Oral reading test have been through the
result should be entered in the specific templates:
✓ BP-PRIA Form 2 for Elementary
✓ BP-PRIA Form 3 for Junior High School
✓ BP-PRIA Form 4 for Senior High School

n) Upon analysis of the result, the administration for English oral reading test can
already be conducted. The procedure to be applied is the same in the
Administration of Filipino oral reading test. The learner is only allowed to take
the English Reading Oral Test if he/she was marked (based on the result of
his/her Filipino Oral Reading Test) as:
✓ Readers with Instructional and
✓ Readers with Independent Reading Ability
Take note that readers with Instructional Reading Ability will still undergo
reading intervention even though the learner is allowed to take the English
oral reading test.

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o) The following learners who were marked as:
✓ Non-Readers
✓ Struggling Readers, and
✓ Readers with Frustration Reading Ability
shall undergo the reading intervention. After the intervention had been
conducted the learner will take the post test using the same passage. If their
reading ability has improved to either Instructional or Independent level, they
are already then allowed to take the English Oral Reading Test.

But if the result is the contrary they have to undergo again another reading
intervention. In this case the teacher and the school head must plan for the
modification or change of the intervention being given to the learner.

After another intervention was conducted, the learner will be undergoing

another post test still using the same passage as the pre-test. If the result will
positive (instructional or independent level), change all his/her previous post-
test data to the recent one hence, the learner is already qualified to take the
examination for English Oral Reading Test. This action for changing the
record must be reported using the BP-PRIA Form 1C (Change Record for the
Post Test) and be summited to the District Reading Coordinator for
consolidation.

p) The administration of post test is optional for the learners whose reading ability
is Independent. If the teacher decided that the learner will no longer take the
post test, he/she will carry-over his/her pretest record to the post test. While
the learners who are in the Instructional Reading Ability, will take the post test
as scheduled. Same passage as the pre-test will be used in the administration.

q) All the results of the pre-test and the post-test will be entered in the automated
templates. The School Reading In-Charge will take charge in the preparation
of the data with the help of other teachers. Upon completion, this will be
submitted to the school head. The school head then will analyze the result. The
report on the analysis of the result together with the automated template will
be submitted to the District Reading Coordinator for consolidation.

r) The District Reading Coordinator will consolidate all the BP-PRIA reports (pre
and post-tests) submitted in the district both elementary and secondary levels
using the BP District Consolidation Form (Form 5 and 6).

The narrative report on the analysis of the result during the pre-test together
with the intervention conducted should be consolidated and submitted to the
division office as called up.

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 The same manner of consolidation for post-test will be prepared. This includes
ness of intervention conducted and
the consolidated PB-PRIA Form 1C. The plan of the school head and the
reading teacher for those learners who are still non-readers and frustration
reading ability after the series of interventions conducted shall be reported.

s) The school and the district heads are instructed to monitor the program from
time to time to ensure its proper implementation and reporting.

4. Guide in Entering the Data in the Templates (Form 2, 3 and 4)

➢ The instructions for Filipino and English are the same in all grade levels.
Although the commands and buttons being mentioned are in English but
everyone is reminded to select the Filipino first.
➢ Make sure that the computer unit has the installed file of the automated
templates.

a) Rename the file to BP-PRIA Form 3 underscore name of School underscore

if the name of school or district is
composed of multiple words. (example: BP-PRIA Form
3_SalvacionNHS_Busuanga).

b) Select the appropriate template and click the button appropriate to the level
for data entry BP-PRIA Form 2 for Elementary, BP-PRIA Form 3 for Junior
High School and BP-PRIA Form 4 for Senior High School;

c) Open the menu or the dashboard and file out the data for Division, District,
School ID and contact number of the school reading charge and the school
head. In the SELECT LANGUAGE click the Filipino. The background color
for FILIPINO SELECT BUTTON will appear. This means that the template for
Filipino is already active. If you select English same thing will happen. If you
notice the yellow row above the form click the word enable editing until the
yellow column will disappear.

d) Click the grade you wish to encode and you will be directed to its respective
template;

e) On the right side enter the date for ENROLLMENT (Bilang ng Mag-aaral)
for the pre or post test. Number of Enrollment may vary for pre and post test.

f) On the left side portion under the Type of Miscue click the TEST MATERIAL
INFORMATION (Tala ng Materyal sa Pagtataya). The box to be filled up
will appear on the right side. Enter the number of words under Word

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 Recognition (Pagkilala ng Salita) and NO. OF TEST ITEMS (Bilang ng mga
Tanong) under COMPREHENSION for Pretest or Posttest. The data are
indicated in the BP Form 1 s Copy;

g) Below the TEST MATERIAL INFORMATION click the List of Teacher

Administered the Test (Tala ng mga Gurong Nagbigay ng Pagtataya). The
box to be filed up will appear on the right side. Then enter the data needed;

h) Try to review if you have entered the needed data mentioned above. If you
noticed that it is completely filled up then proceed;

i) Enter the data of the following:

➢ Name (Family, First and Middle). As much as possible in
alphabetical order, male and female respectively and by section if
there are multiple classes. Encode this in all capital letter.
Transferred-in learners will be added in the last row.

➢ Sex. Encode L for Male and B for female.

with the symbol to be used, it will affect the result. This data will
immediately appear in the English Template as M for male and F for
female. The data for the sex will appear in the TOTAL (KABUUAN)
box.

➢ Section. Enter the Section (Pangkat) if it is applicable. If none, leave it

blank

➢ Level of Material Read. Refer to No. 3. Guide in Administration of

the BP-PRIA letters c, d, e, f. Click the specific grad
to avoid getting error. If the taker is non-reader his/her corresponding
row for miscue will become red. This means that you are not allowed
to encode any data for miscue.

➢ Date of Administration. The date of Administration is the exact date

when the test was administered to a particular taker for pre and post
test). Encode the date in Hindu Arabic. Put a slash or bar to separate
the month, day and year.

➢ Mother Tongue. Mother Tongue is the language spoken by the

learner at home or the first language he/she learnt. You may ask the
learner.

The data for Name, Sex, Section, Age and Mother Tongue will also
appear in the English template, therefore no need to encode those data.

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j) On the upper right side, click the specific miscue of the learner. The space
for the miscue will appear. Although the, Mispronunciation, Substitution and
Refusal to Pronounce are considered as the major miscues but all the other
miscues must be encoded for reference purposes. Encode each word or
phrase in the space provided for. If there are multiple errors in a certain
miscue all must be encoded and be separated by a comma. Avoid
indicating comma after a word or at the end of the phrase because it can
affect to the result. If you forget to put a comma to separate every error in a
specific miscue it will also affect the result. Do not forget to put a comma to
separate every error in a specific miscue as stated above. Otherwise, it will
affect the result. Hence, better to review carefully and may you incidentally
type the comma.

Upon entering the miscue, the template will immediately reveal the result for
WORD RECOGNITION (Pagkilala ng Salita) for pre or post test. Below the
template is a navigational bottom. Click the navigational button below the
template to the left side ways to view the result. Or click the Result Button to
immediately view the data. Click the back button to return to its normal view.

k) Adjacent to the WORD RECOGNITION box is the COMPREHENSION

(Pang-unawa) in the column CA (Correct Answer) enter the score of the
learner. The result will then appear in the column READING LEVEL for pre or
post test.

l)
the pre or post test column. On the last column click dropped-out or
transferred-out of the learner already dropped or transferred from his/her
class during the administration of post test. The learner who is absent during
the administration will take the test when he/she return. We would like to
congratulate you if you have completely and correctly encoded the data of
your learner. You will also notice that the box for NO. OF PUPIL TESTED
(Blg. ng mag-aaral na Kumuha ng Pagtataya) revealed also the data. Click
the MENU to exit.

m) You may now click the Filipino/English Button or on the task file name below
the template to see the data of the following:
➢ Reading Ability Summary. Click the specific grade and click the
MENU to exit

➢ Level of Passage Read. Click the MENU to exit.

➢ School Reading Profile. Fill out the data needed below the template.
Click the MENU to exit. You may now click the next grade to
encode.

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 n) Click Dropped or if the learner is not officially coming to school anymore
during the post test or Transferred-out. If the learner already transferred.

5. Procedure on How to compute the of Score Manually

a) The BP-PRIA Oral Test uses predetermined set of criteria in identifying the
reading levels of the pupils. These criteria include the percentage of word
recognition accuracy and the percentage of correct answers to
comprehension questions. It has adapted the set of criteria for the reading
levels proposed by Johnson, Kress and Pikulski (1987).

Level Word Recognition (WR) Comprehension

Independent 97-100% and 80% - 100%
Instructional 90 - 96% and 59% - 79%
Frustration 89% below or 58% - below

b) To compute the level of the pupil in word recognition, use the following formula:

Word Recognition (WR): ____No. of major miscue (M) x 100 = % of M

No. of words in the passage (N)

% correct = 100% - %of M

Example: (to compute for Nida Tejada)

(No. of major miscue) __2__ x 100 = 3% (M)
(No. of words) 64

% correct = 100% - 3%of M

% correct = 97%

Note: Nida Independent.

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c)

Comprehension (C): No. of correct answers x 100 = % of CR

No. of questions

Example: (to compute for Nida Tejada)

% of CR = __5__ x 100
7

% of CR = 71%

Note: Nida Instructional.

d) To identify the comprehension level of the pupils. Refer to Table on letter q.

e) To identify the overall reading ability of the pupil in word recognition and in
comprehension use the table below:

Word Recognition Comprehension Reading Level

Independent Independent Independent
Independent Instructional Instructional
Independent Frustration Frustration
Instructional Independent Independent
Instructional Instructional Instructional
Instructional Frustration Frustration
Frustration None Frustration
Struggling None Frustration
Non-reader None Non-Reader

Therefore, Nida, a Grade V pupil, who got 97% in word recognition

(independent) and 71% in comprehension (instructional) will have an overall
reading ability of Instructional Level.

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6. Guide in Entering the Data for District Consolidation Form (BP-PRIA Form 5
and 6)

➢ This will be prepared by the District Reading Coordinator. It is expected

that the coordinator had the copy of the District Consolidation Forms for
elementary, junior and senior. Rename the file to BP_DCF_(district).
Example BP_DCF_RoxasCentral1. (1 for elementary, 2 for junior and 3 for

more words.
➢ Next, open the template for a specific level to be consolidated. It is either
Elementary, Junior or Senior.
➢ If the template failed to activate, follow the instructions under the
on the right side of the menu.
➢ Enter the name of municipality above the municipality and the name of
the district above the district. The data will also appear in all forms that
need the name of the municipality and school.

6.1 Form 5

a) Under the Form 5 click the tab for School/Paaralan. This will direct you to the
encoding form for School Reading Profile. Under the column Name of School
enter complete name of the school and its respective School ID under the
Column school ID. The Name you entered will also appear in the School
Reading Profile Form.

b) If you wish to encode the Filipino result click the word Filipino in its
corresponding row under the language. Same manner will be done if you
want to encode the English Result.

c) Encode the data needed in the School Reading Profile Form. You may try the
copy-paste method if it is possible. The data to be encoded can be found in
the School Reading Profile (Pampaaralang Propayl sa Pagbasa) from the
Form 2, 3 or 4. The total will automatically register therefore do not encode
a
correctness. Then encode the name of the one who submitted the report and
the name of the school head in the corresponding space below the form.
Click menu tab to exit or the Form 6 tab to encode other

d) All the data are also collated in the different Summary Forms. You may click
it to see the data being registered. Click the menu tab to exit.

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 6.2 Form 6

a) Under the Form 6 click the tab School/Paaralan. This will direct you to the
encoding form. The name of School and the School ID already reflected.

b) If you wish to encode the Filipino result click the word Filipino in its
corresponding row under the Subject. This will direct you to the
Pampaaralang Lagom ng Kakanyahan sa Antas ng Babasahin.

c) Encode the data needed in the School Reading Profile Form. You may try the
copy-paste method if it is possible. The data to be encoded can be found in
the Individual Reading Material Level or LPR English (Kakanyahan sa Antas
ng Babasahin o LPR Filipino) from the Form 2, 3 or 4. The total will
automatically register therefore do not encode anything on this row. Double

name of the one who submitted the report and the name of the school head
in the corresponding space below the form. Click menu tab to exit or the
Form 5

d) Same manner will be done if you want to encode the English Result (School
Summarized Individual Reading Materials Level).

e) All the data are also collated in the different Summary Forms. You can click
it to see the data being registered. Click menu tab to exit.

f) The statistical presentation can be viewed it you click the Chart button on
the dash menu.

C. ALWAYS REMEMBER:

1. If the learner is Non-Reader enter only the Name, Sex, Section, Age, Level of
Material Read, Date of Administration and Mother Tongue. You will notice that
the row has color Red.
2. ly the
Name, Sex, Section, Age, Level of Material Read, Date of Administration and
Mother Tongue. Enter also all the miscues for reference purposes. The Reading
Ability column will automatically reveal a result of frustration.
3. Do not attempt to enter data in the space, row or column that are restricted nor
create your own guidelines for it may cause an error for the whole template.
Strictly follow the guide.
4. Always secure extra blank copy of the templates/forms.
5. Be sure to have an extra copy of templates/forms filled with data.

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 6. Double check every entry for the accuracy of the data.
7. Enter only the true and correct data, do not fabricate. Your data will be
validated anytime if needed.
8. Formulate an appropriate intervention for every learner.
9. Document the intervention conducted. This will serve as your action research.
10. Submit data on time.
11. Always ask if you have doubt.
12. Refresh the templates if you are encountering templates-malfunctions. If not
follow the instructions on the note on how to activate the macro. This can be
found in the Dash Menu of the District Consolidation Form.
13. Always discuss with your school head about the status of the reading ability of
your respective learners.
14. In the last column of the school form which is the remarks. Click Dropped if the
learner is not officially coming to school anymore during the post test or
Transferred-out if the learner already transferred. Transferred-in shall be added
in the last row.

Our Goal:

Children who CAN read and children who WILL read.

Attainable? YES! No child should go to the upper grades as a nonreader!

And the KEY is the reading teacher YOU!

D. REFERENCE:

Phil-IRI Manual Oral Reading SY 2010-2011

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