ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— Reading is a lifelong skill for academic learning and success in school. As early as kindergarten, children are taught with the pre-requisite skills which will help in the reading performance of the pupils. Teachers must be effective in teaching reading skills for this will be the essential skills in learning other areas. They must also create and produce learning resources and activities which will engage pupils. The Project Reading in Everyday Living (REL) is one of the interventions formulated by the researcher to address the pressing problems in literacy and to address the learning gaps of pupils. Thus, this study was formulated to evaluate the effectiveness of the intervention in improving the reading performance of the Grade 5 pupils. A quasiexperimental research design utilizing researcher-made reading passages with comprehension questions were used as tools in assessing the pre-test and post-test reading performance of the pupils. Simple percentage and t-test of mean difference were the statistical tools used to interpret the result of the study. The study revealed a significant difference in the reading performance of Grade 5 pupils before and after the implementation of Project Reading in Everyday Living (REL) in teaching English reading. The researcher-made reading passages, stories and activities written in small books which focus on the skills to be developed for the grade as embodied in the Project Reading in Everyday Living (REL) and the expertise and mastery of the teacher in the delivery of the lesson and the willingness of the pupils to learn to read contribute to the attainment of the goals of this study. Thus, provision of intervention to the pupils where they are engaging in performing the activities as what the Project REL is advocating at is effective in improving the reading performance of the pupils. Keywords — Effectiveness, Project Reading in Everyday Living (REL), Reading Performance, Grade 5 Pupils