This article aims at sharing the results of a research project focused on guiding students in the use of different reading strategies: reading non- text information, skimming and scanning, using contextual reference, predicting, and using true/false cognates as a first step towards autonomous learning. The project was conducted at a Colombian university with two groups of business administration students who belonged to a semi-distance education program. Informal talks with students, questionnaires, interviews and a teacher’s diary were used to collect the information in this action research study. Findings revealed that by knowing several reading strategies the students could reflect upon their learning; meta-cognition processes were enhanced and confidence for students to work by themselves was built up. Key words: Autonomous learning, distance education programs, reading strategies Este articulo discute los resultados de una investigacion enfocada en guiar a los estudiantes en el uso de diferentes estrategias de lectura: informacion no textual, “skimming and scanning”, utilizacion de referentes contextuales, prediccion y cognados, como un primer paso para promover el aprendizaje autonomo. Este estudio se realizo en una universidad colombiana con dos grupos de estudiantes pertenecientes al programa de administracion de empresas a distancia. Para recolectar la informacion en este estudio de investigacion accion, se emplearon conversaciones informales con los estudiantes, cuestionarios, entrevistas y el diario de campo del profesor. Los resultados mostraron que la exposicion a diferentes estrategias de lectura promueve reflexion respecto al propio aprendizaje; se incrementaron procesos de metacognicion y se genero confianza para trabajar autonomamente. Palabras clave: Aprendizaje autonomo, programas a distancia, estrategias de lectura