ABSTRACT
This qualitative-phenomenological study, using in-depth interviews, explored the experiences of teachers in the conduct of Philippine Informal Reading Inventory (Phil-IRI) to key stage two learners as bases for In-Service Training (INSET) program in the District of San Miguel for the School Year 2025–2026. The results of the in-depth interviews revealed that teachers' experiences in the conduct of Phil-IRI to stage two learners included conducting orientation before the actual assessment, conducting group screening, assessing learners individually, with the realization that learners can already read words and sentences, have difficulty reading fluently, and have limited comprehension of what they read. The challenges encountered by teachers in the conduct of Phil-IRI to key stage two learners included time constraints, learners whose reading level below their grade level, and lack of resources and materials. The findings of the study served as a basis to strengthen in-service training program to ensure meaningful literacy development.
Keywords: In-Service Training, Philippine Informal Reading Inventory, Key Stage 2 Learners
INTRODUCTION
Reading is a foundational skill essential for learning, particularly among learners, as it enables them to access knowledge and develop critical thinking skills to function effectively in society.
Reading is the key to skillful learning and better living. Learners who read well develop deeper understanding and are better able to adjust effectively to various life situations, as reading comprehension supports meaning-making, critical thinking, and knowledge construction (Medranda-Morales et al., 2023). When learners understand what they read, they can identify, classify, organize, synthesize, and apply information, which are essential higher-order cognitive processes for learning and decision-making (Medranda-Morales et al., 2023; Roca-Campos, 2024). Moreover, reading comprehension contributes not only to academic success but also to the development of life skills, enabling learners to use information purposefully and make sound decisions in real-world contexts (Baki, 2024).
In the Philippines, the Philippine Informal Reading Inventory (Phil-IRI) serves as a classroom-based assessment tool designed to help teachers measure and describe learners’ reading performance by evaluating oral reading, silent reading, and listening comprehension, and determining independent, instructional, and frustration levels to guide instruction and interventions aligned with the Department of Education’s Every Child a Reader Program (ECARP) (DepEd Philippines, 2024).
Teachers’ perceptions and experiences play a critical role in the successful application of the Phil-IRI program, as these influence their ability to administer, interpret, and use the results to inform instruction. While Phil-IRI is valued for its detailed approach to reading assessment, some educators feel unprepared to analyze its data due to inconsistent training. This gap can lead to discrepancies in how reading challenges are addressed across different regions, impacting the uniformity of literacy outcomes nationwide. These studies collectively illustrate the strengths of Phil-IRI in enhancing reading instruction and addressing literacy gaps, while also highlighting the persistent challenges in its implementation, especially in under-resourced settings. The recommendations from these studies suggest a need for continuous investment in teacher training, resources, and systemic support to maximize the impact of Phil-IRI in improving literacy outcomes across the Philippines (Pelagio, 2025).
Teachers’ experiences and beliefs about reading assessment influence how they interpret assessment results and make instructional decisions, which affects the identification of learners’ reading needs and subsequent intervention planning (Shafii, 2025).
Teachers often encounter difficulties such as large class sizes, limited instructional resources, time constraints, and gaps in assessment literacy (Baldevarona, 2020; Misanes & Pascual, 2023).
Understanding how teachers navigate the process of conducting the Phil-IRI and using these results to fit instruction can help identify problems and differences to support the proper administration of the assessment tool. These insights and experiences are crucial factors in designing an in-service training program that aligns with classroom needs and the professional growth of teachers. It also improves assessment accuracy, teachers’ ability to interpret and apply Phil-IRI data and enhances the reading outcomes for learners.
Recognizing the significance of diagnostic reading assessments and the pivotal role teachers play in their administration, this study seeks to identify teachers’ experiences and challenges in administering the Phil-IRI and aims to propose an in-service training program that meets their professional development needs.
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