The ability to coordinate phonation and breathing is a key challenge for reading aloud. Young readers frequently struggle to properly place respiratory pauses and often end phonation in apnea (Godde 2022). Aim is to provide a game involving a repeated reading-while-listening task to improve sensory-motor planning (Godde, 2017). There are four reading levels corresponding to a specific highlighting of phonological units: syllable, word, phrase, and breath group. Characters associated to a unit are highlighted as an adult pronounce them. Experimental protocol involving 97 pupils (3rd, 4th grade) from 8 classes. Pretest (speed, text comprehension, prosody in 4 different texts, IQ), division in 3 groups: control group, group trained with word level, group trained with breath group level. Training lasted 4 weeks: first week, they discover the tablet, then three 15minutes reading sessions of 3 readings for each of 3 texts (A,B,C). In total: 9 readings of each text per week. Post-test includes testing generalization with a new text (D). We annotate Inhalation to Phonation Delay (IPD), a predictor of reading fluency as it indicates how pupils know in advance when to stop and how much to breath. IPD decreases with reading proficiency. Grammar knowledge and sensory motor planning are then implicit in this measure. We plot a log-regression (x: pause duration, y: IPD) and found a significant progress as IPD becomes closer to adult reference showing a similar ceiling effect. Pre- vs post-test difference shows that pupils breath easier, by finding their own balance between breathing needs and syntactic constraints.