This article presents results from an initial investigation of Greek oral reading fluency and prosody. Although currently held perspectives consider reading the product of reading decoding and reading comprehension, there is enough evidence (both Greek and foreign) to suggest that other variables may affect reading, as well. Such variables include reading fluency and prosody. A small sample of 27 students from the 2nd and 5th grades of primary schools was examined using a variety of tests. All tests were computer-based. Data were collected and analyzed using Cognitive Workshop, a platform for presenting and recording of visually presented stimuli, and Praat, a specialized software for analyzing audio recordings and obtaining speech analysis measurements. Results suggested that differences in reading fluency might be attributed to automaticity acquired by students.