The present work reviews the current knowledge of the development of reading prosody, or reading aloud with expression, in young children. Prosody comprises the variables of timing, phrasing, emphasis and intonation that speakers use to convey meaning. We detail the subjective rating scales proposed as a means of assessing performance in young readers and the objective features of each as markers of progress. Finally, we review studies that have explored the intricate relations between automaticity, prosody and comprehension.