Estrategias para el desarrollo de la lectura autónoma: diagnóstico en la formación docente del nivel primario. Regional de Educación 03 Azua de Compostela

Autonomous reading is fundamental for the development of competencies in all curricular areas, but in the Dominican educational system the idea persists that it is the exclusive responsibility of Spanish Language. The objective of this research is to diagnose the strategies used by teachers of different curricular areas to promote autonomous reading in students in the 6th grade of primary school in an educational center in Azua de Compostela. Based on the approaches of Solé (1992) and Condemarín (2000), as well as on the Dominican Curricular Design, the research follows a qualitative explanatory approach, using a script of open-ended questions directed to teachers of Spanish Language, Mathematics, Social Sciences, Natural Sciences and Human Formation. The results indicate that teachers recognize the importance of autonomous reading and employ methods such as arousing curiosity, contextualizing ideas, establishing reading purposes, global reading, information search, and readings from the Bible and stories. It is concluded that, although teachers try to develop autonomous reading according to students' interests, they lack specific strategies to promote this skill in a structured and transversal way in the curriculum.