The aim of the study was to investigate the effects of a Reciprocal Teaching-based program (Palincsar & Brown, 1984) on the reading comprehension, reading habits, and fluency of 239 purposively selected lower-middle class students from 3rd to 6th grade (8 to 13 years of age, 49% females) from 5 public schools of Vizcaya and Álava, Spain. A pre and posttest quasi-experimental design with control group was used, randomly assigning whole or split classrooms to each group, for the convenience of each school. The experimental group (n = 135) engaged in 12 50-minutes weekly training sessions, while the control group (n = 104) was exposed to traditional language teaching during the same period. Results show that the intervention had positive effects on reading comprehension, measured by summary and recall tasks, but no effects on fluency and reading habits. The implications for research and practice are discussed, such as the program's flexibility and its implementation by university students. © 2013 by Psykhe.