We evaluate here an original method for implicitly providing breathing guidance to young readers during a Reading-while-Listening task. Close-shadowing is supplemented by a Karaoke system that enlightens not only the word -- as it is jointly spelled by the pre-recorded expert reader and the learner -- but also the current and next breath groups. We compare here the impact of two enlightening conditions -- i.e. word-only vs. word and breath group -- on fluency and comprehension.