The general purpose of this study was to look into the relationship between the school initiated blended reading approach and learner’s reading improvement. This study makes use of the quasi experimental research design which was a non-equivalent control group pretest-posttest design. Non-equivalent design was a good design when the researcher had access to one group for experimentation (Vockel 1983). The researcher opted to use this design because the subjects of the study were intact group of learners. This study revealed that the utilization of school initiated blended reading approach program has increased the reading improvement of grade five learners. It also revealed that there is magnitude of difference between the post test scores of the controlled and experimental groups.