Being able to read at a fluent rate has many advantages to the individual in both educational and wider social contexts throughout life. To be a fluent reader means that the individual can sustain high accuracy while reading at a rate appropriate to the material and the setting, and implies the development of automaticity in the cognitive processes involved in reading. Fluency has not, however, been the focus of much research. In this study an observational learning technique - feedforward video self modelling (FFVSM) - was used to improve children’s reading fluency. Eleven primary school children aged between 72 and 108 months, 4 girls and 7 boys, viewed edited video footage of themselves seemingly reading a difficult text at a fluent rate six times over a two week period. The results showed that the majority of the children improved their reading fluency, comprehension and accuracy, as well as their reader self-perception (a proxy measure of self-efficacy). These positive results suggest that FFVSM could be a rapid, cost effective intervention to be used within educational settings to promote fluent reading.