Considering the dynamicity of the current contemporary and technological world and the responsibility of reading in human development, school, teacher and student took on a new configuration, requiring changes in the way of teaching and learning. In view of this reality, the present article originated from research carried out in the Professional Master’s Program in Letters (PROFLETRAS), among 2018 and 2020, at the State University of Montes Claros (UNIMONTES), which intended to analyze the reading difficulties of students of the Elementary School II, from Basic Education, a public school in the municipality of Claro dos Poções, Minas Gerais. The research is anchored in the studies in Adler and Doren (1997), Zilberman (1988), Freire (1996), Leffa (1996), Solé (1998), Kleiman (2002), Koch (2003), Cosson (2010), among others. Using the action-research methodology, we propose an Educational Intervention Project that contemplated diversified strategies based on the elements of gamification with the aim of providing student engagement in the reading process. The research involved data collection, questionnaire, diagnostic activity and focus group; the elaboration and application of an educational intervention proposal contemplating gamified activities; final activity and the proposal of a pedagogical game based on the elements of gamification and the characteristics of RPG. The data evidenced positive results, proving that the use of differentiated strategies, using gamified activities as a methodology, can contribute to the development of reading proficiency