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This study investigates the influence of reading media (analog vs digital) on developing reading fluency and accuracy using Repeated reading with peer assisted learning strategies (PALS). The participants were 38 students in grade 4 from three Swedish schools. Half of the students read texts on a computer/iPad and the other half on printed paper. Within the digital and analog groups, the students were divided into three levels based on reading speed before intervention. Differences in reading speed development were compared between reading medium groups and reading level groups. The results showed that reading medium did not affect the development of reading speed and reading accuracy. There was a pattern of stronger decoders benefiting more from the intervention than weaker decoders. The study's conclusion is that teachers may freely choose between analog and digital reading when planning interventions aimed at developing reading speed and reading accuracy. However, even though repeated reading with PALS enhanced reading speed for most students independent of reading levels, this study also shows that there may be a need for individual special educational interventions for the weakest decoders.