Reading levels and comprehension performance of students using the Philippine Informal Reading Inventory (Phil-IRI): Basis for the development and evaluation of an instructional reading module

Reading proficiency is the cornerstone of academic achievement and lifelong learning. This study evaluated the reading levels and comprehension performance of elementary learners at JP Melencio Elementary School in Cabanatuan City using the Philippine Informal Reading Inventory (Phil-IRI) as an empirical diagnostic tool. Findings from the initial assessment served as the empirical basis for designing, implementing, and validating the GABAY BASA instructional reading module—an evidence-based literacy intervention created by the Institute of Linguistics and Literature at Nueva Ecija University of Science and Technology (NEUST). Employing a quasi-experimental pre-test–post-test research design to Grade 3 learners, the study measured changes in oral reading word recognition, silent reading comprehension, and overall reading profile classification before and after module implementation. Pre-test diagnostic results revealed a critical literacy gap, with 48.33% of learners categorized under the Frustration level and 5.00% as Non-Readers. Post-intervention evaluation following the systematic integration of the GABAY BASA module demonstrated statistically significant gains (p < .001): Frustration readers dropped to 10.83%, while Independent readers surged from 14.17% to 52.50%. The results validate the effectiveness of higher education institution (HEI)–basic education partnerships in delivering targeted, culturally responsive, and contextualized reading materials to fulfill the Department of Education's vision of producing fluent and independent readers.