This study explores the impact about a peer tutoring program in reading comprehension and fluency. It was conducted with a sample of 105 primary school students (11 with reading comprehension difficulties), a comparison group of 75 students and 6 teachers from three schools in Spain. It combines quasi-experimental and qualitative approaches by monitoring two pairs of students with difficulties in the area. The results show statistically significant differences for the intervention group in reading comprehension and fluency. The progress of students with difficulties was attributed to mediation by their peers, thanks to the scaffolding delivered that included prompting and splicing ideas.

Reading comprehension, Reading fluency, Peer tutoring, Learning difficulties, Inclusive education.