Lectura Académica e Intervención Docente en la Universidad Autónoma del Estado de México

The present research aimed to analyze the teacher's intervention in the use of academic reading at UAEMéx, with the purpose of developing a preliminary diagnosis to support the design of future reading strategies. The consultation tool for this qualitative study was the questionnaire, and it was administered through a sampling of teachers from the institution chosen based on availability. As part of the results, it can be stated that, although the teaching staff shows, to the best of their abilities, commitment and willingness to intervene in students' academic reading processes, these efforts are limited by the lack of an institutional action plan that systematically coordinates reading practices in the classroom, transforming isolated initiatives into measurable and sustainable outcomes.