In recent years, the concept of gamification has appeared within the educational sector as a methodological innovation. There are several studies that show the motivational advantages of using this methodology in education. However, there is a dearth of studies that analyse its influence on the promotion of reading. We carried out a quasi-experimental study with 85 fourth graders to evaluate the impact of a gamified platform on both the students' reading comprehension and their attitudes towards reading. The results obtained revealed significant differences in favour of the experimental group with respect to a more traditional approach, regarding both reading comprehension and attitudes towards reading.